Podiatric Medical Students’ Perceptions of Professionalism in the Clinical Setting

2012 ◽  
Vol 102 (6) ◽  
pp. 434-445 ◽  
Author(s):  
Nancy L. Parsley ◽  
Ilene B. Harris
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Setting ◽  
Clinical Training ◽  
Initial Assessment ◽  
Demographic Information ◽  
Single Institution ◽  
Instructional Activities ◽  
Data Collection Process ◽  
Constant Comparative Analysis

Background: The teaching and assessment of professionalism have become central areas of research and practice in medicine and in allopathic and osteopathic undergraduate and graduate medical education generally. In contrast, discussion of professionalism as it relates to podiatric medical education is nearly nonexistent in the literature. Methods: A study of podiatric medical students’ perceptions of professionalism-related issues in the clinical setting was performed using a qualitative analysis. A written survey was sent to 88 students who had recently completed their clinical training experiences. The survey was completed anonymously, and all identifying information was redacted before analysis of the data, which was performed using thematic content analysis with constant comparative analysis. In addition, basic demographic information was acquired as part of the data collection process. Results: Sixty-six students (75%) responded and agreed to participate in the survey. Students provided written reports of lapses in professional behavior that they had witnessed, heard about, or been personally involved in performing. The study confirmed that podiatric medical students had experienced various types of professional lapses in behavior, and six predominant themes were identified. Conclusions: This study, which was performed with a selected group of individuals at a single institution, serves as an initial assessment of the needs of podiatric medical students and will be useful for developing professionalism-related instructional activities that could benefit students in the future. (J Am Podiatr Med Assoc 102(6): 434–445, 2012)

Using Technology to Teach and Teaching About Technology

2020 ◽  
pp. 379-403 ◽  
Author(s):  
Shohreh V. Anand ◽  
Tejwansh S. Anand
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Clinical Setting ◽  
Digital Technology ◽  
Education Technology ◽  
Medical Settings ◽  
Current State ◽  
Educational Theories

This chapter analyzes the role played by technology in undergraduate medical education (UME) using two perspectives: how technology is used as a tool to facilitate teaching and how medical students are taught to use technology in the clinical setting. For each perspective, a survey of literature, published from 2009 to 2019, was conducted to understand the current state. Authors critically examine the current state and describe and analyze issues with it. Recommendations are made for improving the blending of medical education, technology, pedagogy, and clinical practice. The narrative in this chapter is at the intersection of digital technology, educational theories, and medical settings (educational and practice).

scholarly journals A Qualitative Exploration of Medical Student Empathy During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Gabriel Ellison ◽  
Thomas Pruzinsky
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Training ◽  
Medical Specialty ◽  
Moral Dilemmas ◽  
Structured Interview ◽  
Family Responsibilities ◽  
Second Year ◽  
Difficult Times

Abstract BackgroundThere is evidence that medical student self-reported empathy may decline as one progresses through their clinical training. Due to the unprecedented changes to both patient care and medical education caused by COVID-19, it is reasonable to assume that medical student empathy may be impacted. The goal of this July 2020 study was to qualitatively explore how the COVID-19 pandemic might affect medical students’ reported experience of empathy.MethodUsing a semi-structured interview, the authors interviewed 12 medical students, 6 second-year and 6 fourth-year. They selected these groups because of the distinct differences in their clinical experience. ResultsData analysis identified 5 major themes: 1) Expanded Perspective (e.g., a feeling of “we’re in this together”, increased awareness of patient vulnerability) 2) Moral Dilemmas (e.g., difficult decisions faced by students as a result of the pandemic such as weighing educational vs. family responsibilities, students risking their own health to provide the best possible care) 3) Confirmation of Values (e.g., Feeling reaffirmed in decision to enter medicine, feeling the pandemic was “what we signed up for” by entering medical school) 4) Shaping Priorities (e.g., changes in medical specialty or populations of interest) 5) Barriers to Empathy and Adaptive Strategies (e.g., COVID-19 created many physical, psychological, and social barriers to empathy for students, students presented many strategies for ameliorating these barriers). Five students (42%) reported increased empathy with no students reporting a decrease in empathy due to experiences during the pandemic. Conclusions Participants did not report that their personal experience of empathy for patients was negatively influenced by the COVID-19 pandemic. Many reported that their empathy increased. The observed differences in responses by pre-clinical (second-year) and clinical (fourth-year) students suggests a possible shift in how empathy is experienced and practiced as one progresses through their medical education. The overwhelmingly positive responses to the semi-structured interview, emphasizing appreciation of the opportunity to discuss topics not previously openly discussed, underscores the importance of providing explicit opportunities for students to discuss their emotional/interpersonal experiences within medical education, particularly in difficult times such as the COVID-19 pandemic.

scholarly journals Impact of the COVID-19 pandemic on the clinical training of last year medical students in Mexico: a cross-sectional nationwide study

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Maximiliano Servin-Rojas ◽  
Antonio Olivas-Martinez ◽  
Michelle Dithurbide-Hernandez ◽  
Julio Chavez-Vela ◽  
Vera L. Petricevich ◽  
...  
Keyword(s):  
Medical Education ◽  
Public Schools ◽  
Medical Students ◽  
Private Schools ◽  
Clinical Training ◽  
Online Survey ◽  
Medical Training ◽  
Clinical Instruction ◽  
Cross Sectional ◽  
The Impact

Abstract Background The COVID-19 pandemic has brought unprecedented changes to medical education. However, no data are available regarding the impact the pandemic may have on medical training in Mexico. The aim of our study was to evaluate and identify the medical school students’ perceptions of the changes in their clinical training due to the pandemic in Mexico. Methods This was a cross-sectional study where a previous validated online survey was translated and adapted by medical education experts and applied to senior medical students from March to April of 2021. The 16-item questionnaire was distributed online combining dichotomous, multiple-choice, and 5-point Likert response scale questions. Descriptive and multivariate analyses were performed to compare the student’s perceptions between public and private schools. Results A total of 671 responses were included in the study period. Most participants were from public schools (81%) and female (61%). Almost every respondent (94%) indicated it was necessary to obtain COVID-19 education, yet only half (54%) received such training. Students in private schools were less likely to have their clinical instruction canceled (53% vs. 77%, p = 0.001) and more likely to have access to virtual instruction (46% vs. 22%, p = 0.001) when compared to students from public schools. Four out of every five students considered their training inferior to that of previous generations, and most students (82%) would consider repeating their final year of clinical training. Conclusions The impact of the COVID-19 on medical education in Mexico has been significant. Most final-year medical students have been affected by the cancellation of their in-person clinical instruction, for which the majority would consider repeating their final year of training. Efforts to counterbalance this lack of clinical experience with virtual or simulation instruction are needed.

scholarly journals Rural medicine and ‘home stay’: a medical student’s experience

2018 ◽  
Vol 60 (6) ◽  
pp. 42
Author(s):  
Reabetswe Ntshabele ◽  
Rubeshan Perumal ◽  
Nesri Padayatchi
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Family Practice ◽  
Medical Practice ◽  
Clinical Training ◽  
Medical Training ◽  
Rural Medicine ◽  
Paternalistic Approach

Medical education is evolving from a heavily hierarchical and paternalistic approach to a more developmental and student-centred paradigm. In addition, there has been a greater focus on decentralised medical education, taking medical students closer to the lowest tiers of the healthcare system and allowing for a more immersive experience within the communities of their patients. This paper presents the experience of an enlightening rural experience, in which the benefits of such a model to medical education are explored. Furthermore, it presents the highly personal and developmental journey that decentralised and, in particular, rural medical training can offer. A new concept of a ‘home-stay’ model has now been introduced as part of the rural medicine experience, where students are hosted by a family within the community in which they work. This is a transformative project in which the most fundamental principles of medical training and the art of medical practice can be honed. The convergence of clinical training, public health enlightenment, and family practice are highlighted.

scholarly journals Effects of the COVID-19 Pandemic on Medical Students: A Multicenter Quantitative Study

2020 ◽  
Author(s):  
Aaron Harries ◽  
Carmen Lee ◽  
Lee Jones ◽  
Robert M. Rodriguez ◽  
John Davis ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Training ◽  
The United States ◽  
Antibody Testing ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Clinical Rotations ◽  
Medical Education System ◽  
National Recommendation

Abstract Background: The COVID-19 pandemic disrupted the United States (US) medical education system with the necessary, yet unprecedented Association of American Medical Colleges (AAMC) national recommendation to pause all student clinical rotations with in-person patient care. This study is a quantitative analysis investigating the educational and psychological effects of the pandemic on US medical students and their reactions to the AAMC recommendation in order to inform medical education policy.Methods: The authors sent a cross-sectional survey via email to medical students in their clinical training years at six medical schools during the initial peak phase of the COVID-19 pandemic. Survey questions aimed to evaluate students' perceptions of COVID-19's impact on medical education; ethical obligations during a pandemic; infection risk; anxiety and burnout; willingness and needed preparations to return to clinical rotations. Results: 741 (29.5%) students responded. Nearly all students (93.7%) were not involved in clinical rotations with in-person patient contact at the time the study was conducted. Reactions to being removed were mixed, with 75.8% feeling this was appropriate, 34.7% guilty, 33.5% disappointed, and 27.0% relieved.Most students (74.7%) agreed the pandemic had significantly disrupted their medical education, and believed they should continue with normal clinical rotations during this pandemic (61.3%). When asked if they would accept the risk of infection with COVID-19 if they returned to the clinical setting, 83.4% agreed. Students reported the pandemic had moderate effects on their stress and anxiety levels with 84.1% of respondents feeling at least somewhat anxious. Adequate personal protective equipment (PPE) (53.5%) was the most important factor to feel safe returning to clinical rotations, followed by adequate testing for infection (19.3%) and antibody testing (16.2%). Conclusions: The COVID-19 pandemic disrupted the education of US medical students in their clinical training years. The majority of students wanted to return to clinical rotations and were willing to accept the risk of COVID-19 infection. Students were most concerned with having enough PPE if allowed to return to clinical activities.

scholarly journals COVID-19 AND MEDICAL EDUCATION IN GHANA: ASSESSING THE IMPACT

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Edward Asumanu ◽  
Linda Tsevi
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Students ◽  
Student Learning ◽  
Clinical Training ◽  
Clinical Stage ◽  
Student Assessment ◽  
Education Institution ◽  
Education In Ghana ◽  
The Impact

<p>Medical education in Ghana has been affected in many ways by the onslaught of the COVID-19 pandemic. Though the pandemic has affected both preclinical and clinical segments of medical education, the effect has been felt more at the clinical stage. Medical students on vacation who started their clinical training abroad could not return to their destination of study to complete their programmes because of COVID-19 linked travel restrictions. This qualitative study examined how COVID-19 impacted on teaching and learning at a public higher education institution offering clinical medical education in Ghana for over 200 medical students. These medical students were from three different higher education institutions with varied curriculum outcomes. Thus, for them to be considered as a single group required innovativeness on the part of administrators. Open-ended interviews were held with administrators and the outcome indicated that salient aspects of the clinical training process had been impacted. These included administration of clinical education, curriculum, student learning, student assessment and code of practice. As a result of the pandemic, student learning shifted from traditional face to face interaction to online learning at the beginning. Some of the administrative challenges that ensued included the need for reduced number of students per tutor and introduction of afternoon sessions with a limited budget. The paper concludes that COVID-19 has been disruptive to traditional medical education in Ghana. However, the novel learning processes may provide opportunities to increase access to medical education using a phased system of learning. The findings from this study should have implications for policy and contribute to the discourse on blended learning in medical education in Ghana while ensuring that quality is maintained in all instances.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

scholarly journals The design and implementation of a longitudinal social medicine curriculum at the University of Vermont’s Larner College of Medicine

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Raghav K. Goyal ◽  
Christina A. Dawson ◽  
Samuel B. Epstein ◽  
Richard J. Brach ◽  
Sheridan M. Finnie ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Setting ◽  
Clinical Training ◽  
Content Delivery ◽  
Social Medicine ◽  
Design And Implementation ◽  
Core Curricula ◽  
Successful Design ◽  
Key Features ◽  
The University

Abstract Background Despite an abundant literature advocating that social determinants of health (SDH) be taught during undergraduate medical education, there are few detailed descriptions of how to design and implement longitudinal core curricula that is delivered to all students and accomplishes this goal. Methods In this paper, we describe the design and implementation of a social medicine curriculum at the University of Vermont’s Larner College of Medicine (UVM Larner). Using Kern’s principles, we designed a longitudinal curriculum that extends through both preclinical and clinical training for all students and focused on integrating SDH material directly into basic science and clinical training. Results We successfully developed and implemented two primary tools, a “Social Medicine Theme of the Week” (SMTW) in preclinical training, and SDH rounds in the clinical setting to deliver SDH content to all learners at UVM Larner. Conclusions Extensive student-faculty partnerships, robust needs assessment, and focusing on longitudinal and integrated SDH content delivery to all students were key features that contributed to successful design and implementation.

Undergraduate Medical Education

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Clinical Training ◽  
Clinical Skills ◽  
General Medicine ◽  
Medical School Training ◽  
Major Teaching ◽  
School Training

Undergraduate medical education has changed markedly in the decades after mid-century. The basic medical sciences have been de-emphasized; clinical training in the specialties has replaced that in general medicine; and both types of training have been compressed to permit much of the fourth year to be used for electives. The patients used for teaching in the major teaching hospitals have become less typical of those found in community practice. Innovations in medical education have been successful only when they have been compatible with other interests of the faculty. As medicine and medical schools have changed, major differences of opinion have developed over the goals of undergraduate medical education. Practicing physicians have continued to believe that the fundamentals of clinical medicine should be emphasized. A survey in the 1970s of 903 physicians found that over 97 percent of them believed that each of the following was “a proper goal of medical school training:” “knowing enough medical facts;” “being skillful in medical diagnosis;” “making good treatment plans;” “understanding the doctor-patient relationship;” “understanding the extent to which emotional factors can affect physical illness;” “being able to keep up with new developments in medicine;” and being able to use and evaluate sources of medical information. Only 52 percent felt that “being able to carry out research” was a proper goal of medical school training. Medical students have also believed that undergraduate medical education should emphasize clinical training. Bloom asked students at one medical school in the early 1960s whether they would prefer to “work at some interesting research problem that does not involve any contact with patients,” or to “work directly with patients, even though tasks are relatively routine.” About 25 percent of the students in all four classes chose research, while 58 percent of the freshmen and 70 percent of the juniors and seniors chose patient care. The same study also asked students their criteria for ranking classmates “as medical students.” Clinical skills were the predominant criteria used by students, with “ability to carry out research” ranking far down on the list. Faculty members, on the other hand, have emphasized the basic and preliminary nature of undergraduate medical education.

scholarly journals COVID-19 and Medical Education in Ghana: Assessing the Impact

2021 ◽  
Author(s):  
Edward Asumanu ◽  
Linda Tsevi
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Students ◽  
Student Learning ◽  
Clinical Training ◽  
Clinical Stage ◽  
Student Assessment ◽  
Education Institution ◽  
Education In Ghana ◽  
The Impact

ABSTRACTMedical education in Ghana has been affected in many ways by the onslaught of the COVID-19 pandemic. Though the pandemic has affected both preclinical and clinical segments of medical education, the effect has been felt more at the clinical stage. Medical students on vacation who started their clinical training abroad could not return to their destination of study to complete their programme because of COVID-19 linked travel restrictions. This qualitative study examined how COVID-19 impacted on teaching and learning at a public higher education institution offering clinical medical education in Ghana for over 200 medical students. These medical students were from three different higher education institutions with varied curriculum outcomes. Thus, for them to be considered as a single group required innovativeness on the part of administrators. Open-ended interviews were held with administrators and the outcome indicated that salient aspects of the clinical training process had been impacted. These included administration of clinical education, curriculum, student learning, student assessment and code of practice. As a result of the pandemic, student learning shifted from traditional face to face interaction to online learning at the beginning. Some of the administrative challenges that ensued included the need for reduced number of students per tutor and introduction of afternoon sessions with a limited budget. The paper concludes that COVID-19 has been disruptive to traditional medical education in Ghana. However, the novel learning processes may provide opportunities to increase access to medical education using a phased system of learning. The findings from this study should have implications for policy and contribute to the discourse on blended learning in medical education in Ghana while ensuring that quality is maintained in all instances.

scholarly journals A story half told: a qualitative study of medical students’ self-directed learning in the clinical setting

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tzu-Hung Liu ◽  
Amy M. Sullivan
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Learning Strategies ◽  
Clinical Setting ◽  
Clinical Training ◽  
Student Experiences ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Patient Centered ◽  
Directed Learning

Abstract Background Medical educators have promoted self-directed learning (SDL) as an important means of enabling students to take responsibility for their own learning throughout their training and practice. While SDL has been well-studied in classroom settings, it remains a story half told: barriers to and facilitators of SDL in the clinical setting are not yet well described. The goals of this study were to explicate student experiences of SDL in their clinical training and to identify the roles that local social and cultural contexts play in shaping their experiences of SDL. Methods To understand students’ conceptualization and experiences of SDL in the clinical setting, we carried out a qualitative study with 15 medical students at Harvard Medical School. The semi-structured interviews were recorded and transcribed. Using an interpretivist approach, data were analyzed both deductively and inductively using the Framework method of content analysis. Results Participants described patient care activities as primary motivators for engagement in SDL in the clinical setting. Participants’ descriptions of SDL aligned with Knowles’ steps in SDL, with an additional step of consolidation of learning related to their patients’ diagnosis and management. Participants described using a range of cognitive, social-emotional, and peer learning strategies to enhance their SDL. Participants who described a growth mindset appeared to engage in SDL more easily. Learning environments that fostered SDL were those in which faculty and residents demonstrated an educational orientation, promoted psychological safety, and invited student engagement. Teams with perceived excessive work demands were perceived to be less supportive of SDL. Conclusions Our study enhances previous classroom-based models of SDL by providing specific, practical implications for both students and faculty in the clinical training setting. Participants described SDL in the clinical setting as patient-centered, and when effectively implemented, SDL appears to support a mastery rather than performance orientation. Our study paves the way for improving medical students’ clinical SDL and helping them become lifelong learners in the field of medicine.

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