scholarly journals Razlogi za študij medicine in dentalne medicine pri študentih prvega letnika Medicinske fakultete v Ljubljani

2017 ◽  
Vol 86 (7-8) ◽  
Author(s):  
Janja Omejec ◽  
Ana Stepišnik ◽  
Polona Selič ◽  
Marija Petek Šter
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Human Health ◽  
Communication Skills ◽  
First Year ◽  
Clinical Knowledge ◽  
Self Assessment ◽  
Good Doctor ◽  
First Year Students ◽  
Knowledge Communication

Aim: In addition to clinical knowledge, communication skills and sovereign decision making, a good doctor is also expected to posses Aim: In addition to clinical knowledge, communication skills and sovereign decision making, a good doctor is also expected to posses professional values, including the ability to establish empathic relationships with patients.The purpose of the study was to identify the reasons that lead students to choose the study of dental medicine/medicine, and determine the level of emphaty in relation to the choice of study in the first year students of the Faculty of Medicine in Ljubljana.Methods: For the needs of the research we developed a questionnaire, which included basic data on students, their reasons for choosing the study of medicine or dental medicine and the Jefferson scale of empathy–version for students (JSE-S version with a modified scale with 16 arguments). The questionnaire was forwarded to all 227 first-year students in the academic year 2014/15 at the completion of the Communication course.Results: The study involved a total of 216 (response 95.2 %) students; 158 medical students and 58 students of dental medicine. Among the reasons for enrollment to the Medical Faculty, the highest proportion of medical students indicated a desire to help people (85.3 %), a desire to improve human health (78.8 %) and a desire to work with people (64.7 %); 28.8 % of the medical students chose the argument „because employment is guarantee”, while 14.1 % of medical students believed the argument „because it is well paid“ was the reason to choose the study of medicine.The students of dental medicine most often choose the following answers: a desire to help people (87.9 %), a desire to improve human health (74.1 %), followed by a desire to work with people (65.5 %). The argument “because employment is guaranteed” convinced 50 % of the students, and the argument “because the pay is good” convinced 46.6 %.Three claims were significantly associated with self-assessment of empathic stance: the arguments “because I want to help people” (91.08 ± 10.65 vs. 86.61 ± 12.56; p = 0.037) and »because I want to work with people” (91.82 ± 10.18 vs. 87.90 ± 12.11; p = 0.012) were associated with a greater self-assessmentwhile the argument “because the pay is good” (91.36 ± 11.41 vs. 87.29 ± 9.01; p = 0.023) was associated with a lower self-assessment of empathic stance.Conclusion: Students who want to help people have higher level of self-assessment of empathic stance. The task of a medical faculty is to ensure that students whose choice of study is based on their humanist values are encouraged to have those values further developed and put into practice during their study.

The medical career choice motivations — Results from a Hungarian study

Open Medicine ◽  
2011 ◽  
Vol 6 (4) ◽  
pp. 502-509 ◽  
Author(s):  
Edmond Girasek ◽  
Regina Molnár ◽  
Edit Eke ◽  
Miklós Szócska
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Medical Profession ◽  
Medical Doctor ◽  
First Year ◽  
First Year Students ◽  
Economic Changes ◽  
Traditional Health ◽  
Medical Career ◽  
First Year Medical Students

AbstractSome decades ago being a medical doctor was characterized unambiguously as a profession that offers help and serves the patients’ needs during medical treatment. In today’s society, this image of the medical profession has been substantially changed. The present paper aims to examine medical career choice motivations and preferences of choosing speciality, in the light of current social and economic changes in Hungary. The study was carried out by using a voluntary, self-administrated, questionnaire among first-year medical students and resident doctors in four medical faculties in Hungary. The career choice motivations of the first-year medical students and resident doctors are similar and match to the traditional health profession career choice motivations. Nevertheless the first-year students consider high income as one of the most important factors. They appear more conscious and more ambitious regarding their future speciality choice. The Hungarian health care system and medical education must be prepared for the presence of students that are aware of the high market value of a medical diploma, have excellent language skills, and consider migration as one main factor in their motivation when choosing a medical profession.

The influence of narrated group discussions on the interpretational ability of medical students: a prospective observational study

2021 ◽  
Vol 6 (8) ◽  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
First Year ◽  
Group Discussions ◽  
Prior Literature ◽  
Long Course ◽  
Long Term Impact ◽  
First Year Medical Students

Background: Clinical decision making is predominantly knowledge-based perception, interpretation under terms of uncertainty. It is unclear whether interpretational ability can be improved. We evaluated the effect of a narrated group-discussions course (NGDC) on the interpretational ability of first-year medical students. Objective: To evaluate the effect of our course on first year medical students in respect to: a) their interpretational abilities b) their attitude towards studying literature and the core subjects. Method: Using a pre-post questionnaire, of a semester-long course, among two consecutive classes, the authors evaluated the participant’s interpretational ability and depth of understanding when analyzing four complex passages. Results: Out of 235 students, 146 (62%) responded to both questionnaires. There was a significant increase in the participant’s interpretational ability (P=0.003). ninety one participants (38%) improved their level of understanding in at least one out of the four passages, and 37 participants (25%) improved in two passages. A multivariate analysis revealed that the improvement in the interpretational ability was associated with younger age (P=0.034, CI 95%=0.64-0.98, OR=0.79), positive pre-course attitude and motivation (P<0.001, CI 95%=1.43-3.05, OR=2.09), and lack of a prior literature background (P=0.064, CI 95%=0.17-1.05, OR=0.43). Conclusion: Our data suggests that NGDC may improve and refine interpretational ability. Further studies are required to establish the short- and long-term impact of this change and whether it can be translated into better clinical decision making.

scholarly journals Algorithm for Assessment of Students’ Individual Choice of Sports Sections

2016 ◽  
pp. 21-26
Author(s):  
Ж. О. Цимбалюк ◽  
Л. В. Коник ◽  
В. А. Тихонова
Keyword(s):  
Decision Making ◽  
Factor Analysis ◽  
Hierarchical Model ◽  
University Research ◽  
First Year ◽  
Sports Facilities ◽  
Individual Choice ◽  
First Year Students ◽  
Language And Literature ◽  
Hierarchy Analysis

Research objective. To develop a model of students’ decision-making when individually choosing a sports section. Research methods: The study relies on the analysis of scientific and methodological literature, questionnaires, and factor analysis. The participants in the study were 55 first-year students (2015 enrollment year) of the School of Ukrainian Language and Literature of H.S. Skovoroda Kharkiv National Pedagogical University. Research results. The analysis of the questionnaires showed diverse motivational choices. The factor analysis revealed the prevailing motifs. The study comes up with a hierarchical model of students’ choice of a training section by a particular sport, and determines the system of subjective values of each student in points. Conclusions. The model developed by the hierarchy analysis allows to take into account all the variants of priorities in the students’ motivational choice. The method of hierarchy analysis allows to objectively process the subjective advantages seen by the students (who do not have any sports experience) when choosing a training section in the opted-for sport. This, in its turn, cultivates a steady motivation for physical education, allows to determine the required number of sports sections, and to distribute the educational and sports facilities at the higher educational university.

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

Development and Evaluation of an Objective Tympanic Membrane Visualization Assessment Technique

2020 ◽  
Vol 129 (8) ◽  
pp. 767-771 ◽  
Author(s):  
Amir A. Hakimi ◽  
Simon P. Lalehzarian ◽  
Aaron S. Lalehzarian ◽  
Ariel M. Azhdam ◽  
Benjamin D. Boodaie ◽  
...  
Keyword(s):  
Medical Students ◽  
Tympanic Membrane ◽  
Low Cost ◽  
Training Session ◽  
Standardized Patients ◽  
First Year ◽  
First Year Students ◽  
Before And After ◽  
Cohort Groups ◽  
Tympanic Membranes

Objectives: To introduce an inexpensive method for objectively evaluating otoscopic visualization of the tympanic membrane wherein learners match what they visualize in standardized patients to tympanic membrane photographs. Methods: Two standardized patients had photographs taken of their tympanic membranes using a commercially-available digital otoscope. First- and third-year medical students were asked to perform an otoscopic examination on each patient using a conventional handheld otoscope and to match what they saw with the correct tympanic membrane image among distractor photographs belonging to other patients. The ability of students to match the standardized patients’ tympanic membrane to the correct photographs was assessed before and after a didactic training session. These measurements were compared between the two cohort groups for construct validity. Results: Fifty-one first-year medical students (with no previous otoscopy experience) and 44 third-year medical students (with otoscopy experience from completing pediatric and family medicine clinical clerkships) were recruited to voluntarily participate in this study. At baseline, a larger percentage of third-year students correctly matched both tympanic membranes compared to first-year students (27% vs 8%, P < .01). After otoscopy training, correct matching of both tympanic membranes significantly improved among both first-year students (8-31%, P < .01) and third-year students (27-54%, P < .01). Conclusion: The use of tympanic membrane photographs from standardized patients provides a novel technique for objectively assessing proficiency in otoscopic visualization of the middle ear. The concept is low cost, uses live patients, and can be easily implemented in pre-clinical instruction and beyond.

scholarly journals Development of an Institutional Resident Curriculum in Communication Skills

2011 ◽  
Vol 3 (4) ◽  
pp. 524-528 ◽  
Author(s):  
Barbara L. Joyce ◽  
Eric Scher ◽  
Timothy Steenbergh ◽  
Mary J. Voutt-Goos
Keyword(s):  
Communication Skills ◽  
Curriculum Design ◽  
Safety Data ◽  
First Year ◽  
Quality And Safety ◽  
Self Assessment ◽  
Quality Initiatives ◽  
Henry Ford ◽  
Centered Care ◽  
Sentinel Event

Abstract Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N  =  145) and faculty (N  =  30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions may wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

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