Internet Resources for Podiatric Medical Students

2001 ◽  
Vol 91 (6) ◽  
pp. 316-323 ◽  
Author(s):  
Charles R. Fikar ◽  
Ronald M. Fikar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Reference Source ◽  
Basic Sciences ◽  
Study Guides ◽  
Internet Resources ◽  
Subject Areas ◽  
The Subject ◽  
Practice Questions ◽  
Selection Of

This paper presents a selection of Internet resources covering most of the subject areas found in standard medical education curricula. Basic sciences sites are emphasized, but clinical resources are also included. Reported sites were judged based on their potential to enhance the learning process, provide practice questions or study guides for examinations, or aid in the preparation of papers. In addition to podiatric medical students, residents and practitioners who require a quick reference source to either the basic science foundations of podiatric medicine or the clinical side of podiatric practice may find this paper useful. (J Am Podiatr Med Assoc 91(6): 316-323, 2001)

Internet Resources for Podiatric Medical Students

2005 ◽  
Vol 95 (2) ◽  
pp. 211-215 ◽  
Author(s):  
Charles R. Fikar
Keyword(s):  
Medical Students ◽  
General Medicine ◽  
Basic Sciences ◽  
Study Guides ◽  
Reference Guide ◽  
Internet Resources ◽  
Subject Areas ◽  
The Subject ◽  
Practice Questions ◽  
Selection Of

This article presents a selection of Internet resources covering most of the subject areas found in standard medical education curricula. Basic-sciences sites are emphasized, but clinical resources are also included. Sites were evaluated on the basis of their potential to enhance the learning process, provide practice questions or study guides for examinations, or aid in the preparation of papers. Podiatric medical students, residents, and practitioners who require a quick reference guide to sources covering the basic-science foundations of podiatric medicine or the clinical side of general medicine may find this article useful. (J Am Podiatr Med Assoc 95(2): 211–215, 2005)

Internet Resources for Podiatric Medical Students

2007 ◽  
Vol 97 (6) ◽  
pp. 486-492
Author(s):  
Charles R. Fikar ◽  
Scott H. Nguyen
Keyword(s):  
Medical Students ◽  
Web Sites ◽  
Handheld Devices ◽  
Reference Source ◽  
Study Guides ◽  
Internet Resources ◽  
Subject Areas ◽  
Clinical Resource ◽  
Practice Questions ◽  
Selection Of

In this article, we present a selection of Internet resources covering subject areas found in standard medical education curricula. Basic sciences and clinical resource sites are explored. We also review Web sites that offer useful materials that can be downloaded to handheld devices such as palmtop computers, smartphones, and portable media players. We judged the sites based on their potential to enhance the learning process, provide practice questions or study guides for examinations, or aid in the preparation of manuscripts. Medical students, residents, educators, and practitioners of podiatric medicine and surgery who require a quick reference source to either the basic science foundations of podiatric medicine or the clinical side of basic medicine, may find this paper useful. (J Am Podiatr Med Assoc 97(6): 486–492, 2007)

Wound-Care Resources on the Internet

2006 ◽  
Vol 96 (3) ◽  
pp. 264-268
Author(s):  
Charles R. Fikar ◽  
Brigitte Delinois
Keyword(s):  
Web Sites ◽  
Wound Care ◽  
Medical Practitioner ◽  
Antibiotic Use ◽  
Educational Process ◽  
Reference Source ◽  
Internet Resources ◽  
Hyperbaric Medicine ◽  
Potential Use ◽  
Selection Of

An updated selection of high-quality Internet resources related to wound and ulcer care is presented. Of potential use to the podiatric medical practitioner, educator, resident, and student, some Web sites that cover hyperbaric medicine, antibiotic use, and wound and ulcer prevention are also included. These Web sites have been evaluated on the basis of their potential to enhance the practice of podiatric medicine, in addition to contributing to the educational process. Readers who require a quick reference source to wound and ulcer care may find this report useful. (J Am Podiatr Med Assoc 96(3): 264–268, 2006)

scholarly journals Az orvosi antropológia című tantárgy helye és szerepe az orvosképzésben. Az úgynevezett szegedi modell

2019 ◽  
Vol 160 (39) ◽  
pp. 1527-1532
Author(s):  
Bettina Pikó ◽  
Erzsébet Kapocsi ◽  
Gergely Tari ◽  
Hedvig Kiss ◽  
Katalin Barabás
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Anthropology ◽  
Human Beings ◽  
Medical Sciences ◽  
Major Goal ◽  
Cultural Backgrounds ◽  
Biological Reality ◽  
The Subject ◽  
Globalized World

Abstract: It is a necessary part of modern medical education that medical students should learn about the binary nature of human beings – biological and cultural – since both have an impact on our behavior. The subject of medical anthropology helps with understanding the mechanisms and lay concepts behind patients’ decisions which is particularly important in our globalized world. The major goal of this course is to help medical students with acquiring cultural competence through theoretical bases and empirical examples that may help them later in their work when they meet patients with different cultural backgrounds. In the present study, we introduce the course of Medical Anthropology as it happens at the Faculty of Medicine, University of Szeged: the so-called Szeged model – its aims, syllabus, strengths, opportunities and possible difficulties. During the development of the subject, we greatly focused on its links to other subjects of behavioral and medical sciences and on its practice-oriented nature. Thus, the course partly contains of lectures and seminars which display cultural variability in relation to biological reality through practical examples. As a result, the topics of medical anthropology prepare the students to use the knowledge as well as skills and attitudes in clinical practice. Orv Hetil. 2019; 160(39): 1527–1532.

Podiatric Medical Resources on the Internet

2006 ◽  
Vol 96 (2) ◽  
pp. 162-166 ◽  
Author(s):  
Charles R. Fikar
Keyword(s):  
Medical Students ◽  
Web Sites ◽  
Medical Practitioner ◽  
The Internet ◽  
High Quality ◽  
Medical Resources ◽  
Reference Guide ◽  
Internet Resources ◽  
Potential Use ◽  
Selection Of

An updated selection of high-quality Internet resources of potential use to the podiatric medical practitioner, educator, resident, and student is presented. Internet search tools and general Internet reference sources are briefly covered, including methods of locating material residing on the “invisible” Web. General medical and podiatric medical resources are emphasized. These Web sites were judged on the basis of their potential to enhance the practice of podiatric medicine in addition to their contribution to education. Podiatric medical students, educators, residents, and practitioners who require a quick reference guide to the Internet may find this article useful. (J Am Podiatr Med Assoc 96(2): 162–166, 2006)

scholarly journals Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests

2021 ◽  
Vol 45 (1) ◽  
pp. 84-88
Author(s):  
S. Snekalatha ◽  
S. Mohamed Marzuk ◽  
Swapnatai. A. Meshram ◽  
K. Uma Maheswari ◽  
G. Sugapriya ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Network Connectivity ◽  
Assessment Methods ◽  
Formative Assessments ◽  
Online Assessment ◽  
Undergraduate Medical Students ◽  
The Subject ◽  
Online Tests

Medical education has gone online because of the COVID-19 pandemic. Formative assessment is essential to facilitate the learning process in medical education. However, various challenges arise during online assessment, which include reliability, when done without monitoring and practical concerns like Internet connectivity issues. This study was done to assess the medical students’ perceptions of the reliability, usefulness, and practical challenges of online tests. One hundred first-year undergraduate medical students taking up online classes and tests in the subject of physiology were enrolled in this study. A questionnaire with items regarding practical challenges, reliability, and usefulness of the online tests, in general, and about different types of online assessment methods, in particular, were sent to the students online. Each item was rated on a five-point Likert scale, and the responses were analyzed anonymously. A large percentage of students used mobile phones (81.4%) to undertake online tests. Although most students (73.2%; P < 0.001) felt that online tests helped them substantially in learning the subject, network connectivity issues were considered to be a matter of serious concern (85.5%, P < 0.001). Among the assessment methods used, viva voce by video conferencing was thought to be most reliable (83%, P < 0.001). Multiple-choice question-based assessment when done online was felt to be more practically feasible with faster feedback than classroom assessment. The results of the study suggest that medical students find online formative assessments helpful for their learning, despite their concerns about reliability and practical challenges.

scholarly journals Medical Students View about the Integrated MBBS Course: A Questionnaire Based Cross-sectional Survey from a Medical College of Kathmandu Valley

1970 ◽  
Vol 1 (3) ◽  
pp. 95-100 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Durga Bista ◽  
Bedanta Roy ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Community Medicine ◽  
Basic Sciences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
The Government

Background Accreditation of curriculum by students may be useful in further modification of teaching and learning methods in medical colleges of any country specially Nepal. Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers without consulting the students for whom it is made. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree. Until now it has not been assessed as to what type of Doctors we are producing. This paper aims on the objective to find out whether integrated teaching or classical medical studies produce better doctors.   Methods The present study was done to assess the teaching, learning and evaluation procedures adopted in Nepal Medical College, Kathmandu by getting feedback from students of 4th (Basic Sciences), 5th-7th semesters and feedback was also taken from a few final year students (Clinical Sciences). A total of nearly two hundred students from this institution participated in this study. A multi-graded questionnaire was prepared and a pilot study of 20 students was done and the results were discussed among the authors to modify the questionnaire. This modified questionnaire was used in the main study. The same questionnaire was used for eliciting feedback from clinical students. The present study was undertaken from August 2008-January 2009. Results Out of 200 medical students, the mean age was found to be 19.4 ± 3 years SD. In gender distribution, male students (61%) were higher than female students (39%). Most of the medical students (70%) wanted to become doctor, to become rich and famous, 90% wanted to go to US (Massive brain drain). 90% of the students perceived that Anatomy is the most interesting and most relevant basic science subject for clinical studies and in Anatomy theory hours of teaching is to be increased (60%). Community Medicine was the most uninteresting subject of Basic sciences and if they are assured of attendance which subject they would not like to attend community medicine classes. 85% wanted that Pharmacology should be reduced in first four semesters and should be extended to seventh semester like Community Medicine. The best teaching method is Chalk and Board Method (60%) and followed by LCD slides (20%). Conclusion: Overall the results were alarming and may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future.Keywords: Medical Education; Under-graduate; Post- Graduate; Nepal Medical College. DOI: http://dx.doi.org/10.3126/nje.v1i3.5575 Nepal Journal of Epidemiology 2011;1(3) 95-100

PERCEPTION OF MEDICAL STUDENTS ON FEEDBACK IN MEDICAL EDUCATION

2021 ◽  
pp. 16-18
Author(s):  
B V Sreedevi ◽  
Suprajha K. S.
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Statistical Analysis ◽  
Medical Students ◽  
Point Of View ◽  
Student Perspective ◽  
Feedback Process ◽  
Positive Effects ◽  
Student Teacher Relationship ◽  
The Subject

Background: Feedback constitute central aspect of learning. Though teaching is directly related with effective and appropriate feedback, it has been largely neglected particularly from the student point of view. This paper explores student perspective of feedback. Objective: To conduct a study to nd out from nal year medical student about their knowledge of their feedback whether they receive feedback about their performance and how feedback helped them to improve their performance. Method Of Study: 30 nal year medical students were chosen among them, 18 students volunteered for the process and answered the questionnaire which was subjected to statistical analysis. Result: Statistical analysis of the questionnaire were done which revealed medical students liked the feedback process and viewed that it has positive effects in improving their understanding of the subject, help to score more marks and nurture student teacher relationship

scholarly journals Establishment and implementation of a psychiatry enrichment programme for medical students

2016 ◽  
Vol 25 (1) ◽  
pp. 69-72 ◽  
Author(s):  
Zaza Lyons
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Summer School ◽  
Academic Department ◽  
Academic Departments ◽  
Daunting Task ◽  
Summer Schools ◽  
Programme Content ◽  
Interest And Knowledge ◽  
Selection Of

Objective: There has been a growing interest in psychiatry enrichment programmes such as summer schools and institutes for medical students in the last 10 years. Evaluation of enrichment programmes shows that they can be an effective method of increasing students’ interest in psychiatry as a career. However, despite initial enthusiasm and motivation within an academic department, establishing a programme can be a daunting task. The aim of this paper is to provide a background of how to establish and implement a psychiatry summer school or institute. The steps that can be taken to establish and implement a psychiatry enrichment programme such as a summer school or institute are described and discussed. This includes how to structure a programme, content to include, costs and budget, programme promotion, selection of students and programme evaluation. Conclusion: Establishing an enrichment programme can provide academic departments of psychiatry with the opportunity to demonstrate excellence and innovation in teaching and positively promote psychiatry to students and other non-medical academics involved in medical education. For students interested in psychiatry, enrichment programmes have the potential to extend interest and knowledge beyond the curriculum and encourage serious consideration of psychiatry as a career.

scholarly journals Perceived clinical relevance and retention of basic sciences across the medical education continuum

2019 ◽  
Vol 43 (3) ◽  
pp. 293-299 ◽  
Author(s):  
Bunmi S. Malau-Aduli ◽  
Faith O. Alele ◽  
Paula Heggarty ◽  
Peta-Ann Teague ◽  
Tarun Sen Gupta ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Test Scores ◽  
Clinical Relevance ◽  
Rank Order ◽  
Knowledge Retention ◽  
Nonparametric Tests ◽  
Basic Sciences ◽  
Performance Trends ◽  
Wide Range

Medical programs are under pressure to maintain currency with scientific and technical advances, as well as prepare graduates for clinical work and a wide range of postgraduate careers. The value of the basic sciences in primary medical education was assessed by exploring the perceived clinical relevance and test performance trends among medical students, interns, residents, and experienced clinicians. A pilot study conducted in 2014 involved administration of a voluntary 60-item multiple-choice question test to 225 medical students and 4 interns. These participants and 26 teaching clinicians rated the items for clinical relevance. In 2016, a similarly constructed test (main study) was made a mandatory formative assessment, attempted by 563 students in years 2, 4, and 6 and by 120 commencing general practice residents. Test scores, performance trends, clinical relevance ratings, and correlations were assessed using relevant parametric and nonparametric tests. Rank order and pass-fail decisions were also reviewed. The mean test scores were 57% (SD 7.1) and 52% (SD 6.1) for the pilot and main studies, respectively. Highest scores were observed in pathology and social sciences. Overall performance increased with increasing year of study. Test scores were positively correlated with perceived relevance. There were moderate correlations ( r = 0.50–0.63; P < 0.001) between participants’ scores in the basic science and summative exams. Assessments may be key to fostering relevance and integration of the basic sciences. Benchmarking knowledge retention and result comparisons across topics are useful in program evaluation.

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