scholarly journals General Needs Assessment of the Undergraduate Medical Students to Integrate Courses on Medical Ethics, Time Management and Communication Skills into the Bachelor of Medicine, Bachelor of Surgery Curriculum of Pakistani Medical Colleges

Cureus ◽  
2019 ◽  
Author(s):  
Arslaan Javaeed
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Needs Assessment ◽  
Communication Skills ◽  
Time Management ◽  
Undergraduate Medical Students ◽  
Medical Colleges

scholarly journals Teaching Medical Ethics and Professionalism to Undergraduate Medical Students in an Innovative Way

2021 ◽  
Vol 8 (17) ◽  
pp. 1139-1145
Author(s):  
Ujjwal Bandyopadhyay ◽  
Ranjana Bandyopadhyay ◽  
Abhay Mudey
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Communication Skills ◽  
Interpersonal Skills ◽  
Real Life ◽  
Undergraduate Medical Students ◽  
Learning Methods ◽  
Clinical Scenarios ◽  
Ethics Teaching ◽  
Teaching Learning

BACKGROUND Medical education curriculum in India focuses on the clinical skills of the medical students as cornerstone, but patient and patient party dealings and to work as a member of health care provider team, one requires communication skills, interpersonal skills, management skills, professionalism and ethics. Teaching learning methods (TLM) for imparting module of professionalism and ethics have to be innovative and nonconventional also. In the present study, we tend to assess the effectiveness of exposure to realistic clinical scenarios in pathology department, in teaching medical ethics and professionalism, to undergraduate medical students. METHODS This is an experimental, interventional study that included 200 students. All have attended “just-in-time” lectures on attitude, communication, professionalism and ethics (AETCOM) delivered by faculties. After the 15 days of lecture session, all the students were assessed about their skill of AETCOM by conducting objective structured practical examination (OSPE). In the next phase exposure to realistic clinical scenarios in the Departmental laboratory of Pathology, under the guidance of faculties was also arranged. After the exposure session to real life scenario, all the students were assessed about their skill of AETCOM again by conducting OSPE and their performance was compared with the previous OSPE score. Feedback from the exposed students was also taken in prescribed proforma of 7-point Likert scale. RESULTS Mean pre exposure OSPE score was 18.66 and mean post exposure OSPE score was 27.22. The result shows that the difference was significant (P < 0.001). 38.5 % students were extremely satisfied with the experience of exposure to real life situation in pathology lab and 50 % students were very satisfied with the experience of exposure. In the present study, mean learning gain is 77 %. CONCLUSIONS Professionalism and ethics should neither be introduced in isolation from other medical graduation course contents nor be assessed so. It should be coherently assimilated with the current curriculum. KEYWORDS Communication Skills, Interpersonal Skills, Professionalism, Ethics, Teaching Learning Methods (TLM)

scholarly journals Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Cristina Bagacean ◽  
Ianis Cousin ◽  
Anne-Helene Ubertini ◽  
Mohamed El Yacoubi El Idrissi ◽  
Anne Bordron ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Skills Training ◽  
Verbal Communication ◽  
Simulated Patient ◽  
Background Information ◽  
Undergraduate Medical Students ◽  
Verbal Behaviour ◽  
Verbal Messages

Abstract Background Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

scholarly journals Use of Social Media by the Undergraduate Medical Students: Students’ Perception in Selected Medical Colleges of Bangladesh

2018 ◽  
Vol 9 (2) ◽  
pp. 11-15
Author(s):  
Husneara Begum ◽  
AKM Asaduzzaman ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
Kazi Khairul Alam ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Negative Effect ◽  
Use Of Social Media ◽  
Medical Colleges

Introduction: This descriptive type of cross sectional study was carried out to explore the extent of use of social media by the undergraduate medical students and its consequences in medical education. This study was carried out in nine (Four public and five private) medical colleges all over Bangladesh during a period from July 2016-2017.Objective: The study revealed that the use of social media by the undergraduate medical students and its effect on their lifestyle and medical education.Methodology: Sample size was 673 medical students. Data was collected by self-administered semi-structured questionnaire from 673 respondents. Convenience sampling technique was adopted for data collection. For each variable frequency and percentages was calculated. There was also a part of in-depth interview for the respondents on the perception of use of Social media.Results: Among the students 54.68% females & 45.34% males, the mean age of the respondents was 20.76 years. Around 42.6% respondents were using Social media for4-6 years. The main use of social media by the respondents was Facebook 70.1%, main devices was mobile phone 96.8%. The main purpose of using the Social media for non-academic purposes such as, communicate with others26.0%, for chatting 51.3%. Maxium duration > 4 times / day up to >6 hours. Academic purpose 44.7% users using the SM every day. Six hundred forty six respondents agreed for negative effect of social media. 52.2% agreed that they used Social media during lecture class.Conclusion: Most students had positive thoughts towards using social media. Students were using social media for almost nonprofessional reason. So, there is need to build up widespread awareness to use social media by medical students for professionalisms.Bangladesh Journal of Medical Education Vol.9(2) 2018: 11-15

scholarly journals Peer mentoring experience on becoming a good doctor: student perspectives

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Post Test

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor. Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach. Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities. Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

scholarly journals Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh

2019 ◽  
Vol 10 (2) ◽  
pp. 26-30
Author(s):  
Md Rezaul Karim ◽  
AKM Asaduzzaman ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam ◽  
Farhana Haque ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Colleges

This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance. Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30

scholarly journals Fostering research skills in undergraduate medical students through Mentored Student Projects: Example from an Indian medical school

2012 ◽  
Vol 8 (3) ◽  
pp. 294-298 ◽  
Author(s):  
V Devi ◽  
R R Abraham ◽  
A Adiga ◽  
K Ramnarayan ◽  
A Kamath
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Scientific Reasoning ◽  
Team Work ◽  
Undergraduate Medical Students ◽  
Research Skills ◽  
Cross Sectional ◽  
Medical College ◽  
Positive Attitudes ◽  
Student Projects

Background Healthcare decision-making is largely reliant on evidence–based medicine; building skills in scientific reasoning and thinking among medical students becomes an important part of medical education. Medical students in India have no formal path to becoming physicians, scientists or academicians. Objectives This study examines students’ perceptions regarding research skills improvement after participating in the Mentored Student Project programme at Melaka Manipal Medical College, Manipal Campus, India. Additionally, this paper describes the initiatives taken for the continual improvement of the Mentored Student Project programme based on faculty and student perspectives. Methods At Melaka Manipal Medical College, Mentored Student Project was implemented in the curriculum during second year of Bachelor of Medicine and Bachelor of Surgery programme with the intention of developing research skills essential to the career development of medical students. The study design was cross-sectional. To inculcate the spirit of team work students were grouped (n=3 to 5) and each group was asked to select a research project. The students’ research projects were guided by their mentors.  A questionnaire (Likert’s five point scale) on students’ perceptions regarding improvement in research skills after undertaking projects and guidance received from the mentor was administered to medical students after they had completed their Mentored Student Project . The responses of students were summarised using percentages. The median grade with inter-quartile range was reported for each item in the questionnaire. The median grade for all the items related to perceptions regarding improvement in research skills was 4 which reflected that the majority of the students felt that Mentored Student Project had improved their research skills. The problems encountered by the students during Mentored Student Project were related to time management for the Mentored Student Project and mentors. Results This study shows that students acknowledged that their research skills were improved after participating in the Mentored Student Project programme. Conclusions The Mentored Student Project programme was successful in fostering positive attitudes among medical students towards scientific research. The present study also provides scope for further improvement of the Mentored Student Project programme based on students’ and faculty perspectives.DOI: http://dx.doi.org/10.3126/kumj.v8i3.6215 Kathmandu Univ Med J 2010;8(3):294-8

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