First-Year Experience Implementing an Adaptive Learning Platform for First- and Second-Year Medical Students at the Lake Erie College of Osteopathic Medicine

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

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The Impact of an Educational Program on Medical Students’ Knowledge and Awareness of Elder Abuse

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211016487 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110164

Author(s):

Abbie West ◽

Cara Cawley ◽

Elizabeth Crow ◽

Alexis M. Stoner ◽

Natalie M. Fadel ◽

...

Keyword(s):

Medical Students ◽

Educational Program ◽

Survey Methodology ◽

Elder Abuse ◽

P Value ◽

Significant Difference ◽

Survey Results ◽

Second Year ◽

College Of Osteopathic Medicine ◽

The Impact

Objective: Approximately 1 in 6 adults 60 and older have experienced a form of abuse in the past year. Many cases remain under-reported due to lack of knowledge and awareness. This study created an educational program on elder abuse for medical students to determine if participation would increase knowledge and awareness of elder abuse. Methods: This study used a pre and post survey methodology to evaluate students’ knowledge and awareness of elder abuse before and after participating in this educational program. Sixty first and second year osteopathic medical students at the Edward Via College of Osteopathic Medicine, Carolinas Campus participated in this study. Students were emailed a pre-survey to evaluate their pre-existing knowledge and awareness. The survey was, previously created by the Student Training on Preventing Domestic Violence (STOP-DV) team using validated measures. Participants then attended educational events about various forms of elder abuse and recognizing its associated signs, and afterward completed the post-survey. The results were compared using t-tests to determine if there was a significant difference. Results: First and second year students differed significantly in pre-survey results of knowledge but not post-survey results. The results showed a significant difference in overall mean knowledge ( P-value < .001) and awareness scores ( P-value < .001) in all students. Conclusion: These results suggest education on elder abuse can enable future physicians to better recognize, understand, and support older adults regarding elder maltreatment.

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Unprepared Retesting of First Year Knowledge: How Much Do Second Year Medical Students Remember?

Medical Science Educator ◽

10.1007/s40670-017-0431-3 ◽

2017 ◽

Vol 27 (4) ◽

pp. 597-605 ◽

Cited By ~ 7

Author(s):

Margot M. Weggemans ◽

Eugène J. F. M. Custers ◽

Olle Th. J. ten Cate

Keyword(s):

Medical Students ◽

First Year ◽

Second Year

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Impact of Predoctoral Teaching Fellows on Osteopathic Medical Students: A Near-Peer Teaching Program Evaluation

The AAO Journal ◽

10.53702/2375-5717-29.4.9 ◽

2019 ◽

Vol 29 (4) ◽

pp. 9-16

Author(s):

Beatrice Akers ◽

Glenn Davis ◽

Jordan Keys ◽

Stacey L. Pierce-Talsma ◽

Gregg Lund

Keyword(s):

Clinical Practice ◽

Medical Students ◽

Student Satisfaction ◽

Positive Impact ◽

Statistical Significance ◽

Intention To Use ◽

Osteopathic Medicine ◽

Fellowship Program ◽

College Of Osteopathic Medicine ◽

Strongly Agree

Abstract Context The Touro University California College of Osteopathic Medicine (TUCOM-CA) is one of many colleges of osteopathic medicine with osteopathic manipulative medicine (OMM) predoctoral teaching fellowship programs. OMM fellows serve as near-peer teachers for preclinical osteopathic medical students (OMS) at TUCOM-CA, with the objectives of increasing student satisfaction with and understanding of the OMM curriculum. Our aim was to assess whether the TUCOM-CA fellowship program has achieved these objectives. Methods All osteopathic medical students at TUCOM-CA were sent an electronic survey. The survey items queried: frequency of and type of interaction; impact on satisfaction with and understanding of the OMM curriculum; impact on confidence in using osteopathic manipulative treatment (OMT); valuation of OMT and intention to use OMT in future clinical practice. Frequencies, means and standard deviations were calculated, omitting “no basis for evaluation” responses. Two-tailed Z-tests of proportions were utilized for analysis of statistical significance, with significance set at 95% (P<.05 ). Results In total, 156 of 538 (29.0%) responses were received, and 150 had sufficient data to analyze. Respondents reported varied rates and modes of interaction with OMM fellows (OMM lab table-training [97.3%] to early clinical experiences [30.9%]). Response means for items regarding satisfaction with and understanding of the OMM curriculum fell between “strongly agree” and “agree” for all activities. Many respondents (82.5%–83.8%) reported that interaction with OMM fellows increased their confidence in using OMT. Additionally, respondents who were treated with OMT by OMM fellows reported significantly higher agreement with statements about clinical utility of OMT (Z=2.6, P<.05) and intention to use OMT in future practice (Z=2.3, P<.05). Conclusions The majority of osteopathic medical students at TUCOM-CA reported significant agreement with the positive impact of interaction with OMM fellows on satisfaction with and understanding of the OMM curriculum. This supports the conclusion that the OMM predoctoral teaching fellowship program achieves its objectives to increase student satisfaction with and understanding of the OMM curriculum. The survey data also showed significantly stronger agreement with statements supporting valuation of OMT in clinical practice and intention to use OMT in the future, among respondents treated with OMT by OMM fellows.

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A study on awareness of health effects of tobacco consumption among medical students and impact of modular training

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20183598 ◽

2018 ◽

Vol 5 (9) ◽

pp. 4077

Author(s):

Sajjan Madappady ◽

Hemant Kumar ◽

S. Jayaram ◽

Krutarth Brahmbhatt ◽

Manjula Anil ◽

...

Keyword(s):

Medical Students ◽

Tobacco Consumption ◽

Cross Sectional Study ◽

First Year ◽

Cross Sectional ◽

First Year Students ◽

Medical College ◽

Specific Effects ◽

Quit Smoking ◽

Second Year

Background: Tobacco kills more than seven million people each year. In India tobacco kills nearly one million people each year and many of these deaths occur among people who are very young. Studies indicate that approximately 70% of all tobacco users would like to quit smoking and tobacco use.Methods: A non-randomized, cross sectional study was conducted in a Medical College in Mangaluru (Karnataka) which included medical students from first year to third year. A module developed by “Quit Tobacco International” was used for the purpose of training and counselling the selected medical students, focusing on the specific effects of tobacco, depicting simulated case scenarios.Results: A total of 404 medical students were included in the study. It was observed that 15.9% males and 5.3% females among first year students, 21.0% males and 5.3% females among second year students and 24.6% males and 9.2% females among third year students had smoked at some point in their life while the among current users, the prevalence of smoking was found to be much higher i.e. 8.7% and 2.6% among first year students, 9.9% and 3.5% among second year students; while it as highest among third year students i.e. 14% and 4.6%; among boys and girls respectively.Conclusions: The study brings out the need for inclusion of structured teaching and training of our medical students on harmful effects of tobacco use and its cessation techniques.

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Mentoring Needs among the Phase 1 Medical Students in the Universiti Sains Malaysia

Education in Medicine Journal ◽

10.21315/eimj2020.12.4.2 ◽

2020 ◽

Vol 12 (4) ◽

pp. 9-16

Author(s):

Mohd Zarawi Mat Nor ◽

Jamillah Al-Muhammady Mohammad ◽

Najib Majdi Yaacob

Keyword(s):

Medical Students ◽

Medical Training ◽

Phase 1 ◽

Leadership Skills ◽

First Year ◽

Cronbach’S Alpha ◽

Cross Sectional ◽

Cronbach's Alpha ◽

Learning Skill ◽

Second Year

Mentoring programme is an important element for personal and professional development of medical students. In specific, the most important element is mentors must focus on the real issues that the students face during the mentoring process. This study aimed at comparing the prevalence of the mentoring needs and examining the association between characteristics of demography and mentoring needs among the phase 1 medical students from Universiti Sains Malaysia (USM). A cross-sectional study was conducted in June 2017 among the first- and second-year medical students in the School of Medical Sciences, USM. The USM mentoring inventory (USM-MT-i) questionnaire was employed to collect the data. This self-administered questionnaire consists of two domains with 17 items: communication and self-leadership skills (9 items) and learning skill (8 items). Internal consistency reliability (Cronbach’s alpha) for each domain were 0.915 and 0.904, respectively. The overall Cronbach’s alpha was 0.895. The prevalence of mentoring needs was determined and its association with the year of study was assessed. This study included 208 of medical students comprised 123 and 85 of the first-year and the second-year, respectively. The prevalence of communication and self-leadership skills mentoring needs among the first-year medical students was 26.8% (95% CI: 22.9%, 30.6%) and 18.8% (95% CI: 14.8%, 23.0%) among the second-year medical students. The prevalence of learning skill mentoring need was 77.2% (95% CI: 73.6%, 81.0%) among the first-year and 63.5% (95% CI: 58.5%, 68.6%) among the second-year medical students. There was a significant association between year of study and learning skill mentoring need (χ2 (1) = 4.65, P = 0.031). None of the demographic characteristics (gender, ethnic, entry qualification, origin and scholarship) was significantly associated with the mentoring needs. The data of mentoring needs among the phase 1 of medical training is crucial to provide them an effective mentoring programme.

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Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

PRiMER ◽

10.22454/primer.2020.343294 ◽

2020 ◽

Vol 4 ◽

Author(s):

James G. Boulger ◽

Emily Onello

Keyword(s):

Medical Students ◽

First Year ◽

Health Issues ◽

University Of Minnesota ◽

Rural Medicine ◽

First Year Students ◽

Rural Family ◽

Second Year ◽

The University ◽

Rural Physician

Cessation of all classroom and clinical activities in the spring of 2020 for first- and second-year medical students at the University of Minnesota Medical School Duluth campus both forced and enabled revision of rural medicine instruction and experiences. Creatively utilizing rural family physicians and third-year rural physician associate medical students to interact with first-year students virtually in a number of areas and using electronic connectivity enabled the institution to continue to emphasize rural medical health issues with the students.

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Empathy variation of undergraduate medical students after early clinical contact: a cross-sectional study in China

BMJ Open ◽

10.1136/bmjopen-2019-035690 ◽

2020 ◽

Vol 10 (7) ◽

pp. e035690

Author(s):

Xiong Ye ◽

Haiying Guo ◽

Zhou Xu ◽

Hui Xiao

Keyword(s):

Medical Students ◽

Early Stage ◽

Teaching Hospitals ◽

Secondary Outcome ◽

First Year ◽

Long Term Effects ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

The Mean ◽

Second Year

ObjectivesEmpathy education is very important for medical students. There is little research on the influence of early clinical practice on the development of empathy and other aspects of professionalism in medical students. The aim of this study was to compare the self-reported empathy levels of first-year and second-year undergraduate medical students before and after their early clinical contact curriculum.SettingThe study was conducted at the Shanghai University of Medicine & Health Sciences, Shanghai, China.ParticipantsA total of 257 undergraduate medical students participated in the study. The 154 first-year students were studying in 10 community-based teaching hospitals, and the 103 second-year students were studying in 3 university-affiliated hospitals.Primary and secondary outcome measuresPrimary measures: the Jefferson Scale of Empathy—Student version (JSE-S) was compared between students of different sexes and in different academic years before their early clinical contact course. Secondary measures: comparisons were made after they finished the curriculum 3 weeks later.ResultsA total of 219 of 257 students responded (85.21% response rate), and 214 answers could be analysed (135 first-year and 79 second-year students; 120 female and 94 male individuals). No significant differences in the empathy scores before early clinical contact were observed between students of different sexes and in different academic years. After early clinical contact, the mean JSE-S score of the participants was significantly higher than the mean score at the beginning of the curriculum.ConclusionsEmpathy-focused training during early clinical contact can improve the empathetic capacity of undergraduate medical students. Fostering empathetic attitudes among undergraduate medical students is necessary for the early stage of their medical education. Further research is needed on the long-term effects of empathy-focused education in entry-level medical students.

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Improving the Neurological Exam Skills of Medical Students

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/s0317167100012749 ◽

2012 ◽

Vol 39 (1) ◽

pp. 83-86 ◽

Cited By ~ 4

Author(s):

Fraser G. A. Moore ◽

Colin Chalk

Keyword(s):

Medical Students ◽

Medical School ◽

Distributed Practice ◽

First Year ◽

Muscle Stretch ◽

Stretch Reflexes ◽

Class A ◽

Class B ◽

Neurological Exam ◽

Second Year

Objective:Determine if distributed practice of neurological exam (NE) skills in first year medical school produces sustained improvements in the skills of second year students.Methods:A prospective, controlled, non-blinded study conducted at McGill University (class size = 180 students). Expanded teaching of muscle stretch reflexes was provided to first year medical students. A structured examination of muscle stretch reflexes (max score = 100) was administered in second year medical school after a required two week rotation in Neurology. Results for class A (received the intervention in first year) were compared to the results for the preceding class B (had not received the intervention).Results:77 of 177 (44%) eligible students in class A and 69 of 166 (42%) eligible students in class B participated. Results were analyzed separately for each of two examiners. Mean (SD) scores were 95.2 (5.6) for class A (intervention) and 81.7 (11.1) for class B (control) for the first examiner and 90.4 (8.2) for class A and 83.8 (11.7) for class B for the second examiner. Results were statistically significant (Mann-Whitney test z = 5.27, p < 0.0001 first examiner and z = 2.67, p < 0.0038 second examiner).Conclusions:Distributed practice of muscle stretch reflexes during first year medical school results in improved performance by second year medical students after their mandatory clinical rotation in neurology, even when examined up to 14 months after the intervention. This finding has implications for the teaching of the NE.

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Library Usage Habits of First- and Second-year Medical Students at a Satellite Campus: Report on an Exploratory Questionnaire

Journal of the Canadian Health Libraries Association / Journal de l Association de bilbiothèques de la santé du Canada ◽

10.5596/c13-046 ◽

2013 ◽

Vol 34 (3) ◽

pp. 147 ◽

Cited By ~ 3

Author(s):

Jackie Phinney

Keyword(s):

Medical Students ◽

Information Needs ◽

Background Information ◽

First Year ◽

Library Services ◽

Undergraduate Medical Students ◽

Satellite Campus ◽

Print Books ◽

Second Year ◽

Academic Year

Introduction: Anticipating the information needs of undergraduate medical students can be challenging, especially within the context of distributed medical education at a satellite campus. The purpose of this study was to evaluate how first- and second-year medical students in the Dalhousie Medicine New Brunswick program are using their satellite campus' library services and if they would prefer to use their home institution's electronic collection as opposed to print collections from the satellite campus library. Methods: First- and second-year medical students were asked to complete a paper survey towards the end of their academic year, which focused on background information, study habits, access preferences and tendencies (print book vs. electronic), satisfaction with their physical library space and collection, as well as their likelihood of completing required course readings. Results: Although both groups actually used electronic books more than print, the first-year class stated a preference for print books. Overall students were satisfied with their physical library's services, but were less likely to borrow a book if it is on course reserve. Discussion and Conclusions: When providing library services to undergraduate medical students, it is important to note that their opinions and needs can evolve quickly and be unpredictable. Librarians should consider maintaining a print collection while transitioning to electronic, in keeping with the trends of academic health librarianship.

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