Assessment of Educational Needs for Common Diseases to Promote the Skills of Medical Students in Designing the Med ED Application

The article is devoted to the problem of improving immunity during the COVID-19 pandemic and the related effect of lymphatic self-massage.The article analyzes the general concepts of the lymphatic system and its functions, as well as lymphatic self-massage and its effect on cardiovascular and lymphatic systems.It is noted that the lymph flow stimulation through movements activates and normalizes the most important body functions. Using Skype, the authors surveyed medical students about knowledge on benefits and techniques of lymphatic selfmassage.Further, a master class was held on the technique of lymphatic self-massage. The authors studied the awareness of students about the benefits of lymphatic selfmassage, revealed a tendency to chronic diseases and assessed the benefits after the procedure.Based on the data obtained, it was revealed that viral infections, namely COVID-19, provoke one of the most common diseases — autoimmune thyroiditis. So, 64% of the respondents noted about it.Using lymphatic self-massage, the manifestations of this pathology decreases, the facial muscles relax and the blood and lymph outflow improves.Thus, there is an undoubted benefit of lymphatic self-massage for the prevention of diseases with immune involvement, including COVID-19.

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P.011 Evaluation of educational needs in neurology in the province of Quebec: a survey-based study

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2016.117 ◽

2016 ◽

Vol 43 (S2) ◽

pp. S24-S24

Author(s):

P Gros ◽

S Reiter-Campeau ◽

D Hamad ◽

L Carmant

Keyword(s):

Medical Students ◽

Neurological Examination ◽

Medical Schools ◽

Educational Needs ◽

Clinical Neurology ◽

Clinical Exposure ◽

Additional Training ◽

Mcgill University ◽

Fourth Year Medical Students ◽

Teaching Time

Background: In contrast with 56% of US medical schools, most Canadian medical schools do not offer a required clerkship neurology rotation. This study aims to assess the need for additional clinical neurology training in Quebec medical schools. Methods: Third and fourth year medical students from the province of Quebec completed surveys inquiring about accumulated theoretical teaching time, clinical neurology exposure, self-reported neurological examination proficiency and interest in additional training. Results: 66 students answered the survey. 43% were from Université de Montréal, 18 % from McGill University, 14% from Université Laval and 24% from Université de Sherbrooke. For theoretical teaching, 44% reported at least 60 hours (h) of teaching, 44% reported 40 to 60 h and 23% reported 10 to 40 h. For clinical exposure, 24% reported at least 60 h, 8% reported 40 to 60 h, 40% reported 10 to 40 h and 29% reported less than 10 h. Most students reported being comfortable with their neurological examination skills (58%) but still 41% were uncertain or felt uncomfortable. 80% indicated interest in receiving additional clinical exposure. Conclusions: Amongst Quebec medical students, clinical neurology exposure is likely insufficient. An important proportion of students remain uncomfortable with the neurological examination and most students are interested in additional neurological training.

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Global Health Education: a cross-sectional study among German medical students to identify needs, deficits and potential benefits (Part 1 of 2: Mobility patterns & educational needs and demands)

BMC Medical Education ◽

10.1186/1472-6920-10-66 ◽

2010 ◽

Vol 10 (1) ◽

Cited By ~ 19

Author(s):

Kayvan Bozorgmehr ◽

Kirsten Schubert ◽

Johannes Menzel-Severing ◽

Peter Tinnemann

Keyword(s):

Medical Students ◽

Health Education ◽

Global Health ◽

Educational Needs ◽

Cross Sectional Study ◽

Sectional Study ◽

Mobility Patterns ◽

Cross Sectional ◽

Global Health Education ◽

Potential Benefits

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Implementation of Serial Workshop by Students Educational Need: Trend to Accountability in Medical Education

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v17i1.35285 ◽

2018 ◽

Vol 17 (1) ◽

pp. 78-83 ◽

Cited By ~ 1

Author(s):

Leili Mosalanejad ◽

Mohammad Sadegh Sani ◽

Yosef Hosseini ◽

Saeed Abdollahifrad

Keyword(s):

Medical Students ◽

Medical Science ◽

Educational Needs ◽

Assessment Process ◽

Multiple Choice Questions ◽

Before And After ◽

Educational Need ◽

Knowledge Function ◽

Employment Needs ◽

Almost All

Introduction: The aim of this study was to assess professors’ and students’ educational needs and implementation of serial workshops and then evaluate the effect of these educational workshops on the knowledge and practice of medical students.Method: Students’ educational needs and the clinical professors’opinion were used tocomplete the needs assessment process.120 Medical students participated in serial workshops. This program was applied to develop educational accountability program. In each workshop, students’ knowledge was evaluated by valid and reliable multiple-choice questions before andafterthe course. In some workshops, their performance was measured by the OSCE test.Descriptive analysisandpaired t- test were used to evaluate difference in students’ mean score.Finding: Results of before and after series of workshops in various areas revealed that workshop programs had a significant impact on the promotion of students’ knowledge (The mean score of students before and after workshops). Then,the evaluation of theirperformance through the OSCEtest was significant(P <0.05). Furthermore, students’ evaluation on workshops demonstrated that almost all of them were satisfied with the proportion of the content of the workshops, with the theme of the announced program, with the quantity of presented material in the workshop, withthe appropriateness of the content to future employment needs and the ability to create order in the meetings.According to professors’ opinion, number of errors in prescription, errors in radiography request and malpractice in resuscitation were decreased and students’ performance in clinical wards was approved.Conclusion: The results showed that training through workshops leads to increase the level of knowledge, function and satisfaction in the medical students. It is recommended that this method be used to improve the professional abilities of students based on educational needs.Application / Improvements: Looking ahead, we should consider strategies for leading changes in education and training. Purposeful teaching is the best way to develop accountability in medical educationBangladesh Journal of Medical Science Vol.17(1) 2018 p.78-83

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LO12: ClerkCast: a novel online free open access emergency medicine curriculum for medical students

CJEM ◽

10.1017/cem.2020.68 ◽

2020 ◽

Vol 22 (S1) ◽

pp. S11-S11

Author(s):

B. Forestell ◽

L. Beals ◽

T. Chan

Keyword(s):

Emergency Medicine ◽

Critical Care ◽

Medical Student ◽

Medical Students ◽

Curriculum Development ◽

Needs Assessment ◽

Educational Needs ◽

Further Education ◽

Open Educational Resources ◽

Social Media Networks

Innovation Concept: Canadian medical students completing their Emergency Medicine (EM) clerkship rotations must develop approaches to undifferentiated patients. Increasingly used in postgraduate EM education, Open Educational Resources (OERs) are a convenient and flexible solution to meeting medical student educational needs on their EM rotation. We hoped to supplement Canadian medical student EM education through the development of ‘ClerkCast’, a novel OER and podcast-based curriculum on CanadiEM.org. Methods: We utilized the Kern Six Step approach to curriculum development for ‘ClerkCast’. A general needs assessment involved a review of available OERs and identified a lack of effective EM OERs specific for medical students. A specific online needs assessment was used to determine which EM topics required further education for medical students. The survey was shared directly with key Canadian medical student and undergraduate medical educator stakeholder groups, and distributed globally through the CanadiEM social media networks. Results of the needs assessment highlighted shared perceptions of educational needs for medical students, with an emphasis on increased need for education on critical care and common EM presentations. We used the topics determined to be highest priority for the development of our first ten episodes of ‘ClerkCast’. Curriculum, Tool or Material: Podcast episodes are released from CanadiEM biweekly. Episodes are 30 to 45 min in length, and focus on cognitive approaches to a common EM presentation for medical students. Content is anchored on medical student interactions with a staff or resident EM co-host. Podcasts are supplemented by infographics and blog posts highlighting the key points from each episode. Learners are also encouraged to interact with the content through review quizzes on a provided question bank. Quality assurance of the content is provided by physician co-hosts who review episode scripts both prior to recording. Post-production feedback is elicited via comments on the curriculum's host website, CanadiEM.org, and through direct email correspondence to the ClerkCast address. Conclusion: With an ever increasing number of OERs in EM and critical care, the systematic development of new resources is important to avoid redundancies in content and medium while also addressing unmet learner needs. We describe the successful use of the Kern Six Steps for curriculum development for the creation of our novel EM OER for Canadian medical students, ‘ClerkCast’.

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