scholarly journals Medical education and distrust modulate the response of insular-cingulate network and ventral striatum in pain diagnosis

eLife ◽  
2021 ◽  
Vol 10 ◽  
Author(s):  
Giada Dirupo ◽  
Sabrina Totaro ◽  
Jeanne Richard ◽  
Corrado Corradi-Dell'Acqua
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Ventral Striatum ◽  
Medical Training ◽  
Healthcare Providers ◽  
Neural Response ◽  
Multiple Processes ◽  
Self Reports ◽  
Medical Career ◽  
Sensitivity To Pain

Healthcare providers often underestimate patients' pain, sometimes even when aware of their reports. This could be the effect of experience reducing sensitivity to others pain, or distrust towards patients' self-evaluations. Across multiple experiments (375 participants), we tested whether senior medical students differed from younger colleagues and lay controls in the way they assess people's pain and take into consideration their feedback. We found that medical training affected the sensitivity to pain faces, an effect shown by the lower ratings and highlighted by a decrease in neural response of the insula and cingulate cortex. Instead, distrust towards the expressions' authenticity affected the processing of feedbacks, by decreasing activity in the ventral striatum whenever patients' self-reports matched participants' evaluations, and by promoting strong reliance on the opinion of other doctors. Overall, our study underscores the multiple processes which might influence the evaluation of others' pain at the early stages of medical career.

scholarly journals Brain networks for pain diagnosis. Differential contribution of medical education and distrust in the appraisal of others’ pain.

2020 ◽  
Author(s):  
Giada Dirupo ◽  
Sabrina Totaro ◽  
Jeanne Richard ◽  
Corrado Corradi-Dell'Acqua
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Ventral Striatum ◽  
Medical Training ◽  
Healthcare Providers ◽  
Multiple Processes ◽  
Self Reports ◽  
Medical Career ◽  
Sensitivity To Pain ◽  
Differential Contribution

Healthcare providers often underestimate patients’ pain, sometimes even when aware of their reports. This could be the effect of experience reducing sensitivity to others pain, or distrust towards patients’ self-evaluations. Across multiple experiments (375 participants), we tested whether senior medical students differed from younger colleagues and lay controls in the way they assess people’s pain and take into consideration their feedback. We found that medical training affected the sensitivity to pain faces, an effect shown by the lower ratings and highlighted by a decrease in neural response of the insula and cingulate cortex. Instead, distrust towards the expressions’ authenticity affected the processing of feedbacks, by decreasing activity in the ventral striatum whenever patients’ self-reports matched participants’ evaluations, and by promoting strong reliance on the opinion of other doctors. Overall, our study underscores the multiple processes which might influence the evaluation of others’ pain at the early stages of medical career.

Technology in Primary and Secondary Medical Education

2011 ◽  
pp. 312-325
Author(s):  
Sarah R. Edmonson
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Cost Control ◽  
Medical Training ◽  
Education Technology ◽  
Potential Barriers ◽  
Improved Outcomes ◽  
Technological Intervention ◽  
Practicing Physicians

There is an increasing need for cost control and improved outcomes in both primary and secondary medical education. This chapter reviews the characteristics of medical learners, and summarizes shortcomings of traditional medical training that may be amenable to technological intervention. Technologies useful for educating medical students and practicing physicians will be described, along with examples pertaining to each technology. The chapter concludes with a summary of potential barriers to the adoption of medical education technology.

Apartheid and Medical Education: The Training of Black Doctors in South Africa

1983 ◽  
Vol 13 (1) ◽  
pp. 131-153 ◽  
Author(s):  
Phillip V. Tobias
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Ethnic Group ◽  
South African ◽  
Southern Africa ◽  
Total Population ◽  
Medical Training ◽  
Population Group ◽  
Medical Schools ◽  
Medical Graduates

An analysis is presented of the numbers of medical students in South African medical schools and of medical graduates produced annually. The data are analyzed according to ethnic groups. It is shown that gross discrepancies exist, and that black (African) and “Colored” sectors of the population are seriously underrepresented. This pattern is found for the total number of medical students; the ratio of number of medical students in each ethnic group to the total population of that group; the number of medical schools to which blacks may, in terms of the government's apartheid policy, be freely admitted; the absolute numbers of medical graduates drawn from each ethnic group and the percentage of the total number of medical practitioners stemming from each population group; and the ratio of the numbers of medical graduates in each ethnic group to the total population of that group. No matter which yardstick is employed, marked discrepancies are apparent. It is maintained that the separate and inferior schooling system for blacks, under the apartheid policy, is not providing suitably qualified medical student material from the African and “Colored” population groups; and that the State (under which all South African medical schools fall) has not permitted existing medical school facilities to be freely opened for the medical training of blacks, nor has it made available sufficient facilities for the medical training of blacks. It is concluded that the apartheid policy, with its many ramifications at primary, secondary, and tertiary educational levels, has constituted the most serious setback to medical education in southern Africa. It has left medical education in southern Africa over 30 years behind a point where it could and should have been.

scholarly journals Medical Students’ Knowledge and Attitudes Toward Female Sex Workers and Their Occupational Risk Factors

2014 ◽  
Vol 2 (3) ◽  
pp. 104-108 ◽  
Author(s):  
Jenna T. Nakagawa ◽  
Muge Akpinar-Elci.
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Sex Workers ◽  
Female Sex Workers ◽  
Medical Training ◽  
Physician Attitudes ◽  
Care Providers ◽  
Occupational Risk Factors ◽  
Female Sex

Background: The tendency for female sex workers to seek health care is highly influenced by physician attitudes and behavior. By identifying medical students' attitudes toward female sex workers and assessing their knowledge of barriers to seeking care, we can focus medical training and advocacy efforts to increase access to care and improve public health outcomes. Methods: In this cross-sectional study, medical students from various countries were invited to participate in an online survey with close-ended questions and Likert scale statements. Responses were quantified and knowledge and attitude scores were assigned based on knowledge of barriers to seeking care and agreement with positive and negative attitude statements. Results: A total of 292 medical students from 56 countries completed the survey, of whom 98.3% agreed that it will be their job to provide treatment to patients regardless of occupation. Self-identified religious students conveyed more negative attitudes toward female sex workers compared to those who did not identify themselves as religious (p<0.001). Students intending to practice in countries where prostitution is legal conveyed more positive attitudes compared to those intending to practice in countries where prostitution is illegal (p<0.001). Conclusion: Medical students largely agreed on the importance of providing care to female sex workers as a vulnerable group. In addition to addressing knowledge gaps in medical education, more localized studies are needed to understand the religious and legal influences on attitudes toward female sex workers. Such information can help focus the efforts in both medical education and communication training to achieve the desired behavioral impacts, reconciling the future generations of health care providers with the needs of female sex workers.

scholarly journals The Benefits of Honoring Patients as Teachers:

PRiMER ◽  
2018 ◽  
Vol 2 ◽  
Author(s):  
Victoria Hayes ◽  
Robert Bing-You ◽  
Dan Pitts ◽  
Lauren Manning
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Qualitative Study ◽  
Essential Role ◽  
Medical Training ◽  
Theory Development ◽  
Unique Event ◽  
Coding Strategy

Introduction: Medical training could not occur without the contributions of patients. Few programs are available that recognize patients for their essential role in medical education, and even fewer explore their impact. The Patients as Teachers (PaT) program was developed to provide an opportunity for medical students to formally honor patients for their contributions and to evaluate their effect on students’ medical education. Methods: This qualitative study involved the evaluation of transcripts of audiotaped interviews conducted with students and their honorees following participation in the PaT program in 2015 and 2016. Two different sets of authors independently examined transcripts from each year utilizing a descriptive coding strategy. Consensus was reached on theme selection and relationships between themes explored for theory development. A third author ensured grounding of the concepts in the data analyzed. Results: Four themes emerged: (1) appreciating humanism in medicine, (2) expressing gratitude, (3) connecting patients and students, and (4) experiencing a unique event. Conclusion: The Patients as Teachers program provides meaningful benefits to both students and patients and has the potential to infuse elements of humanism into medical training.

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 Covid-19 pandemic & medical education: A medical student’s perspective

2020 ◽  
Author(s):  
Jad Abi-Rafeh ◽  
Tyler Safran ◽  
Alain Azzi
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Present Article ◽  
Clinical Teaching ◽  
Medical Training ◽  
Learning Opportunities ◽  
Viral Dissemination ◽  
Post Graduate ◽  
Future Direction ◽  
Specific Impact

The specific impact of the COVID-19 pandemic on medical education remains elusive and evolving. Clinical teaching opportunities have become limited with the shift in focus of supervising physicians away from trainees and towards the care of the sick and vulnerable. The presence of medical students in hospitals has come to represent an added strain on vital resources, and the added risk of viral dissemination into communities has left medical students eager to help observing from only the sidelines. The present article provides a medical student’s perspective on this unique, evolving situation, and identifies several learning opportunities that medical students may reflect upon and carry forth into their careers ahead. By exploring the current and future impact of this pandemic on clerkship, pre-clerkship and post-graduate medical training, specific challenges and future direction for both medical students and educators are discussed.

Technology in Primary and Secondary Medical Education

2011 ◽  
pp. 995-1008
Author(s):  
Sarah R. Edmonson
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Cost Control ◽  
Medical Training ◽  
Education Technology ◽  
Potential Barriers ◽  
Improved Outcomes ◽  
Technological Intervention ◽  
Practicing Physicians

There is an increasing need for cost control and improved outcomes in both primary and secondary medical education. This chapter reviews the characteristics of medical learners and summarizes shortcomings of traditional medical training that may be amenable to technological intervention. Technologies useful for educating medical students and practicing physicians will be described along with examples pertaining to each technology. The chapter concludes with a summary of potential barriers to the adoption of medical education technology.

Integrating Evolutionary Biology into Medical Education

2019 ◽  
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Evolutionary Biology ◽  
Medical Training ◽  
Medical Curriculum ◽  
Evolutionary Medicine ◽  
Evolutionary Perspective ◽  
Female Reproduction ◽  
Teaching Aids

Clinicians and scientists are increasingly recognising the importance of an evolutionary perspective in studying the aetiology, prevention, and treatment of human disease; the growing prominence of genetics in medicine is further adding to the interest in evolutionary medicine. In spite of this, too few medical students or residents study evolution. This book builds a compelling case for integrating evolutionary biology into undergraduate and postgraduate medical education, as well as its intrinsic value to medicine. Chapter by chapter, the authors – experts in anthropology, biology, ecology, physiology, public health, and various disciplines of medicine – present the rationale for clinically-relevant evolutionary thinking. They achieve this within the broader context of medicine but through the focused lens of maternal and child health, with an emphasis on female reproduction and the early-life biochemical, immunological, and microbial responses influenced by evolution. The tightly woven and accessible narrative illustrates how a medical education that considers evolved traits can deepen our understanding of the complexities of the human body, variability in health, susceptibility to disease, and ultimately help guide treatment, prevention, and public health policy. However, integrating evolutionary biology into medical education continues to face several roadblocks. The medical curriculum is already replete with complex subjects and a long period of training. The addition of an evolutionary perspective to this curriculum would certainly seem daunting, and many medical educators express concern over potential controversy if evolution is introduced into the curriculum of their schools. Medical education urgently needs strategies and teaching aids to lower the barriers to incorporating evolution into medical training. In summary, this call to arms makes a strong case for incorporating evolutionary thinking early in medical training to help guide the types of critical questions physicians ask, or should be asking. It will be of relevance and use to evolutionary biologists, physicians, medical students, and biomedical research scientists.

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