scholarly journals The workplace as a learning environment: Perceptions and experiences of undergraduate medical students at a contemporary medical training university in Uganda

2021 ◽  
Vol 13 (2) ◽  
pp. 110
Author(s):  
M N Kagawa ◽  
S Kiguli ◽  
W J Steinberg ◽  
M P Jama
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Medical Training ◽  
Undergraduate Medical Students

scholarly journals Workplace Learning for Undergraduate Medical Students at a National Referral and Teaching Hospital as Perceived by Lecturers, Administrators and Students of a Contemporary Medical Training University in Uganda.

2019 ◽  
Author(s):  
Mike Nantamu Kagawa ◽  
Sarah Kiguli ◽  
Hannes Steinberg ◽  
Mpho P. Jama
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching Hospital ◽  
Workplace Learning ◽  
Medical Training ◽  
Competence Development ◽  
Undergraduate Medical Students ◽  
Enabling Factors ◽  
Cross Sectional ◽  
Equipment And Supplies

Abstract Background It is well documented that workplace learning is a significant contributor to competence development as it offers engagement opportunities that enable students to participate in clinical activities in preparation for future clinical practice. Undergraduate medical students of Makerere University College of Health Sciences have placements at Mulago National Referral and Teaching Hospital for purposes of workplace learning. The purpose of this study was to explore the perceptions and experiences of lecturers, administrators and students about workplace learning at the hospital for the undergraduate medical students with the ultimate aim of identifying opportunities and challenges in the learning environment for purposes of improvement.Methods The study design was cross-sectional descriptive with a qualitative approach using key informant interviews for the lecturers and administrators, and focus group discussions for the students. The framework method was used to perform thematic data analysis with the help of ATLAS.tiResults The workplace at Mulago National Referral and Teaching Hospital was perceived to be well-endowed with adequate patient numbers, a suitable case mix and unrestricted access to patients for purposes of competence achievement. The challenges reported included inadequate resources such as infrastructure, equipment and supplies, poor learner agency and overcrowding which compromised competence development. The resource challenge appeared insurmountable in the context of two autonomous institutions with divergent planning priorities in terms of teaching, research and patient care. Resource challenges notwithstanding, alternative perceptions were that occasional shortages of equipment and supplies during workplace learning presented as a reality check for students to fit in with the realities of the practice setting when they finally qualify.Conclusions There were mixed perceptions about the learning environment at Mulago National Referral and Teaching Hospital with both enabling and challenging factors. It therefore requires that enabling factors are enhanced and innovative solutions are designed to address the challenges in order for workplace learning to be optimal.

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

scholarly journals Validation of a competence-based assessment of medical students’ performance in the physician’s role

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sarah Prediger ◽  
Kristina Schick ◽  
Fabian Fincke ◽  
Sophie Fürstenberg ◽  
Viktor Oubaid ◽  
...  
Keyword(s):  
Medical Students ◽  
Convergent Validity ◽  
Medical Training ◽  
Assessment Instrument ◽  
Choice Test ◽  
Undergraduate Medical Students ◽  
Physician’S Role ◽  
Physician's Role ◽  
Gap Test ◽  
Assessment Format

Abstract Background Assessing competence of advanced undergraduate medical students based on performance in the clinical context is the ultimate, yet challenging goal for medical educators to provide constructive alignment between undergraduate medical training and professional work of physicians. Therefore, we designed and validated a performance-based 360-degree assessment for competences of advanced undergraduate medical students. Methods This study was conducted in three steps: 1) Ten facets of competence considered to be most important for beginning residents were determined by a ranking study with 102 internists and 100 surgeons. 2) Based on these facets of competence we developed a 360-degree assessment simulating a first day of residency. Advanced undergraduate medical students (year 5 and 6) participated in the physician’s role. Additionally knowledge was assessed by a multiple-choice test. The assessment was performed twice (t1 and t2) and included three phases: a consultation hour, a patient management phase, and a patient handover. Sixty-seven (t1) and eighty-nine (t2) undergraduate medical students participated. 3) The participants completed the Group Assessment of Performance (GAP)-test for flight school applicants to assess medical students‘ facets of competence in a non-medical context for validation purposes. We aimed to provide a validity argument for our newly designed assessment based on Messick’s six aspects of validation: (1) content validity, (2) substantive/cognitive validity, (3) structural validity, (4) generalizability, (5) external validity, and (6) consequential validity. Results Our assessment proved to be well operationalised to enable undergraduate medical students to show their competences in performance on the higher levels of Bloom’s taxonomy. Its generalisability was underscored by its authenticity in respect of workplace reality and its underlying facets of competence relevant for beginning residents. The moderate concordance with facets of competence of the validated GAP-test provides arguments of convergent validity for our assessment. Since five aspects of Messick’s validation approach could be defended, our competence-based 360-degree assessment format shows good arguments for its validity. Conclusion According to these validation arguments, our assessment instrument seems to be a good option to assess competence in advanced undergraduate medical students in a summative or formative way. Developments towards assessment of postgraduate medical trainees should be explored.

scholarly journals Children in Situation of Intra-Family Violence: Concepts, Personal Experiences and Feelings of Undergraduate Medical Students

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Nilma Lazara de Almeida Cruz Santos ◽  
Isabel Maria Sampaio Oliveira Lima ◽  
Rosely Cabral de Carvalho
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Social Issues ◽  
The State ◽  
Subjective Perception ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Personal Experiences ◽  
The Subject ◽  
Different Dimensions

ABSTRACT: Introduction: The objective of the study was to learn about the concepts of violence among medical undergraduate students in the state of Bahia, their personal experiences with the phenomenon and advice regarding case referral. Method: a qualitative research was carried out with 20 undergraduate medical students from public institutions in the state of Bahia. The data were collected via the web through an electronic file made available by Google Forms. The students were informed about the page address through an e-mail. Results: Most of the students said that the topic of “Violence against Children” was addressed during their undergraduate years. Shared conceptions by most of the students on the subject are related to the definitions of violence as physical injuries inflicted on the victims, but broader definitions of social and subjective perception, encompassing different dimensions of the phenomenon were also identified. The most frequently cited feelings experienced in situations of violence were the following: helplessness, fear, sadness, unpreparedness, compassion, empathy, anger and rage. The difficulties that the students encountered in approaching the victims of violence stem from the lack of preparation in the training and from the positions related to the physicians themselves, such as fear of involvement and accountability. The inherent characteristics of children and distrust in protective services were also mentioned. Conclusion: Although the students reported having contact with the topic during graduation, most of them evaluated the training as insufficient. The lack of professional preparation to approach the medical-social issues, such as violence, has been partially attributed to the biologicist bias of the medical training. In this sense, we highlight the understanding of violence as an essentially social and historical phenomenon, to the detriment of the different dimensions of the illness that imply in the health-disease process. From this perspective, this bias obscure the recognition of the different manifestations of violence as objects of healthcare work, suggesting a need for a broader approach in medical education, which can help to contemplate the complexity of the subject.

scholarly journals Medical Students' Perception of the Educational Environment in a Gender-Segregated Undergraduate Program

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Hani Atwa ◽  
Rania Alkhadragy ◽  
Adel Abdelaziz
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Achievement ◽  
Cross Sectional Study ◽  
Educational Environment ◽  
Female Students ◽  
Scholastic Achievement ◽  
Self Perception ◽  
Undergraduate Medical Students ◽  
Cross Sectional

Background: The environment where education takes place is essential for students’ engagement and motivation. This study aimed at assessing students’ perception of their educational environment at a private medical college and the influence of gender, among other factors, on it. Objectives: The study assessed the students’ perception of their learning environment, determined the gender effect on environment perception, and examined the correlation between different study variables. Methods: This is a cross-sectional study on 340 undergraduate medical students at a private college with gender-segregated programs. The Dundee Ready Educational Environment Measure (DREEM) was used to determine the students' perception of their learning environment. This was correlated with a set of variables, including gender and educational achievement as indicated by students' GPA. Results: The overall DREEM score was ‘more positive than negative’ (114.39/200). The scores of subscales were towards the positive side. This was evident in the perception of learning (26.64/48), perception of teaching (26.36/44), perception of the atmosphere (26.51/48), academic self-perception (19.54/32), and social self-perception (15.33/28). Conclusions: There were statistically significant differences between the perceptions of males and females in both the overall DREEM scale (females: 117.59/200 and males: 111.18/200) and three of the subscales. Female students perceived their learning environment more positively. Moreover, satisfaction with the learning environment was correlated with scholastic achievement. In addition, the more positively perceived learning environment could explain higher scholastic achievement in female students than in male students.

scholarly journals Evaluating the Relationship Between Online Learning Environment and Medical Students’ Wellbeing During COVID-19 Pandemic

2021 ◽  
Vol 28 (5) ◽  
pp. 108-117
Author(s):  
Rita Mustika ◽  
◽  
Edward Christopher Yo ◽  
Muhammad Faruqi ◽  
Rahma Tsania Zhuhra ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Environment ◽  
Negative Emotions ◽  
Cross Sectional Study ◽  
Online Learning Environment ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
The Relationship

Background: The coronavirus disease 2019 (COVID-19) pandemic has been found to negatively affect medical students’ wellbeing. This finding may be related to how medical education is being conducted at present, with online learning replacing face-to-face teaching in many countries. This cross-sectional study aims to assess how the online learning environment is connected to medical students’ wellbeing. Methods: A self-administered online questionnaire was distributed to undergraduate medical students at Universitas Indonesia. The study was conducted from September 2020 to February 2021. The questionnaire included a modified version of the Online Learning Environment Scale (OLES) and the Positive Emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA) profiler. The OLES was used to evaluate students’ perceptions of the online learning environment, whereas the PERMA Profiler was used to evaluate students’ wellbeing. We validated the questionnaire before distribution. The content validity index was 1.0, with internal consistency coefficients of 0.87 and 0.89, respectively. Regression analyses were performed to evaluate the relationship between OLES and PERMA scores. Results: The questionnaire was completed by 274 undergraduate medical students. Students reported moderate to high degrees of positive perception towards online learning, high levels of positive emotions and moderate levels of negative emotions. Statistically significant differences were found across groups based on students’ gender, year of study and academic programme. Almost all aspects of the online learning environment were significantly predictive of students’ wellbeing, with personal relevance and evaluation and assessment being the two most important predictors (R2 = 0.201; P < 0.001). Conclusion: Medical students generally enjoyed online learning, although some challenges were presented. The online learning environment was positively associated with students’ wellbeing; however, some students expressed negative emotions including loneliness, anxiety, anger and sadness.

scholarly journals Medical Students’ Perceptions of Learning and Working on the COVID-19 Frontlines: “… a confirmation that I am in the right place professionally.”

2021 ◽  
Author(s):  
Jennifer M. Klasen ◽  
Zoe Schoenbaechler ◽  
Bryce Bogie ◽  
Andrea Meienberg ◽  
Christian Nickel ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Identity Development ◽  
Learning Environment ◽  
Professional Identity ◽  
Health Care Providers ◽  
Medical Training ◽  
Comparative Approach ◽  
Care Providers ◽  
Open Communication

AbstractIntroductionThe COVID-19 pandemic caused complex and enduring challenges for health care providers and medical educators and changed the medical education landscape for learners. Medical students were required to adapt and learn in a novel learning environment while universities paused their formal medical training. The current study sought to investigate medical students’ experiences working on a pandemic frontline to understand how they perceived this novel learning environment influenced both their learning and their developing professional identity.MethodsWe conducted semi-structured interviews with 21 medical students who worked in a COVID-19 testing facility at the University Hospital of Basel. Using constructivist grounded theory methodology, we collected and analyzed data iteratively using a constant comparative approach to develop codes and theoretical categories.ResultsParticipants described improvements in their technical and communication skills, consequently impacting their professional development. The presence of a perceived flat hierarchy between the physicians and medical students promoted professional identity development amongst the medical students. Most participants perceived working on the pandemic frontlines as a positive learning experience, which seemed supported by a flatter hierarchy and open communication compared to their usual learning environment.ConclusionSince medical students reported that their work on the pandemic frontlines positively affected their learning, the need to create hands-on learning opportunities for medical students challenge curriculum developers. Medical students wish to feel like full-fledged care team members rather than observing learners. Performing simple clinical tasks and collaborative moments in a supportive learning environment may promote learning and professional development.

scholarly journals Student selected components as an educational platform for teaching medical students about clinical pharmacology and quality improvement activities

2021 ◽  
Vol 10 (3) ◽  
pp. 309
Author(s):  
Olayinka A. Ogundipe
Keyword(s):  
Clinical Pharmacology ◽  
Quality Improvement ◽  
Medical Students ◽  
Medical Training ◽  
The Elderly ◽  
Undergraduate Medical Students ◽  
Educational Value ◽  
Medical Undergraduate ◽  
Key Driver ◽  
Medical Undergraduate Education

Student selected components (SSCs) are increasingly described elements of medical undergraduate education, training and curricula. SSCs offer the potential for integration into both traditional (‘pre-clinical’ versus ‘clinical’) medical curricula, as well as into other innovative or evolving medical training curricula. This article employs a structured and descriptive approach to exemplify the process by which year 1 medical students were supported in a practical manner to undertake a distinct small group SSC project. In this illustration, the SSC was focused on a quality improvement (QI) topic of relevance to clinical pharmacology and therapeutics (CPT), and involved a review of the anticholinergic burden of inpatient prescriptions for a defined cohort. The SSC was completed in the context of a teaching hospital’s medicine of the elderly (MoE) clinical service. In a sequential manner, the paper describes experiential learning points from the perspective of a supervisor of an SSC project. The paper offers educational value with a potential for generalisable application to non-clinical and clinical educationalists. Furthermore, the paper offers guidance to supervisors, teachers, tutors and facilitators, with encouragement to consider how they may design similar projects for the training of undergraduate medical students in centres that they are affiliated with. The paper also highlights another key driver for productive SSCs i.e. the central principle of striving to promote projects and activities that support active student engagement, rather than merely passive inclusion.

Evaluating the Quality of Health Professions Learning Environments: Development and Validation of the Health Education Learning Environment Survey (HELES)

2019 ◽  
Vol 43 (3) ◽  
pp. 162-168
Author(s):  
Shayna A. Rusticus ◽  
Derek Wilson ◽  
Oscar Casiro ◽  
Chris Lovato
Keyword(s):  
Medical Students ◽  
Health Education ◽  
Learning Environment ◽  
Peer Relationships ◽  
Clinical Skills ◽  
Program Planning ◽  
Health Professions ◽  
Undergraduate Medical Students ◽  
Faculty Relationships

The learning environment can be broadly conceptualized as the physical, social, and psychological context in which learning and socialization takes place. While there is now an expectation that health professions education programs should monitor the quality of their learning environment, existing measures have been criticized for lacking a theoretical foundation and sufficient validity evidence. Guided by Moos’s learning environment framework, this study developed and preliminarily validated a global measure of the learning environment. Three pilot tests, conducted on 1,040 undergraduate medical students, refined the measure into the 35-item Health Education Learning Environment Survey (HELES), which consists of six subscales: peer relationships, faculty relationships, work–life balance, clinical skills development, expectations, and educational setting and resources. A final validation study conducted on another sample of 347 medical students confirmed its factor structure and examined its reliability and relation of the HELES to the Medical School Learning Environment Survey (MSLES). Subscale reliabilities ranged from .78 to .89. The HELES correlated with the MSLES at .79. These results indicate that the HELES can provide a valid and reliable assessment of the learning environment of medical students and, as such, can be used to inform accreditation and program planning in health professions programs.

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