scholarly journals Perception of Learning Environment among Undergraduate Medical Students in Two Different Medical Schools through DREEM and JHLES Questionnaire

2017 ◽  
Author(s):  
Parama Sengupta
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Medical Schools ◽  
Undergraduate Medical Students

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

scholarly journals The NHS reforms: good, bad or neutral? Medical students debate at the College

2012 ◽  
Vol 94 (3) ◽  
pp. 88-89
Author(s):  
Fiona McClenaghan ◽  
Finn Stevenson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Schools ◽  
Positive Change ◽  
Undergraduate Medical Students ◽  
The Future ◽  
Surgical Career ◽  
The Uk

The Professor Harold Ellis Medical Student Prize for Surgery, held at the close of 2011, threw open to debate the question of whether the reforms currently under way in the NHS are 'good, bad or neutral'. Sixteen undergraduate medical students with hopes of a surgical career were invited to the College from medical schools all across the UK to present their case either for or against Andrew Lansley's proposed reforms. After giving a five-minute presentation to fellow students, participants were questioned by fellows of the College and Professor Ellis himself. The conclusions reached represented a complete range of opinion from great anticipation of positive change to great concern over the future of the NHS. Both authors were highly commended for their presentations and here we aim briefly to set out our differing opinions on the reforms of the NHS.

scholarly journals Medical Students' Perception of the Educational Environment in a Gender-Segregated Undergraduate Program

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Hani Atwa ◽  
Rania Alkhadragy ◽  
Adel Abdelaziz
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Achievement ◽  
Cross Sectional Study ◽  
Educational Environment ◽  
Female Students ◽  
Scholastic Achievement ◽  
Self Perception ◽  
Undergraduate Medical Students ◽  
Cross Sectional

Background: The environment where education takes place is essential for students’ engagement and motivation. This study aimed at assessing students’ perception of their educational environment at a private medical college and the influence of gender, among other factors, on it. Objectives: The study assessed the students’ perception of their learning environment, determined the gender effect on environment perception, and examined the correlation between different study variables. Methods: This is a cross-sectional study on 340 undergraduate medical students at a private college with gender-segregated programs. The Dundee Ready Educational Environment Measure (DREEM) was used to determine the students' perception of their learning environment. This was correlated with a set of variables, including gender and educational achievement as indicated by students' GPA. Results: The overall DREEM score was ‘more positive than negative’ (114.39/200). The scores of subscales were towards the positive side. This was evident in the perception of learning (26.64/48), perception of teaching (26.36/44), perception of the atmosphere (26.51/48), academic self-perception (19.54/32), and social self-perception (15.33/28). Conclusions: There were statistically significant differences between the perceptions of males and females in both the overall DREEM scale (females: 117.59/200 and males: 111.18/200) and three of the subscales. Female students perceived their learning environment more positively. Moreover, satisfaction with the learning environment was correlated with scholastic achievement. In addition, the more positively perceived learning environment could explain higher scholastic achievement in female students than in male students.

scholarly journals Evaluating the Relationship Between Online Learning Environment and Medical Students’ Wellbeing During COVID-19 Pandemic

2021 ◽  
Vol 28 (5) ◽  
pp. 108-117
Author(s):  
Rita Mustika ◽  
◽  
Edward Christopher Yo ◽  
Muhammad Faruqi ◽  
Rahma Tsania Zhuhra ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Environment ◽  
Negative Emotions ◽  
Cross Sectional Study ◽  
Online Learning Environment ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
The Relationship

Background: The coronavirus disease 2019 (COVID-19) pandemic has been found to negatively affect medical students’ wellbeing. This finding may be related to how medical education is being conducted at present, with online learning replacing face-to-face teaching in many countries. This cross-sectional study aims to assess how the online learning environment is connected to medical students’ wellbeing. Methods: A self-administered online questionnaire was distributed to undergraduate medical students at Universitas Indonesia. The study was conducted from September 2020 to February 2021. The questionnaire included a modified version of the Online Learning Environment Scale (OLES) and the Positive Emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA) profiler. The OLES was used to evaluate students’ perceptions of the online learning environment, whereas the PERMA Profiler was used to evaluate students’ wellbeing. We validated the questionnaire before distribution. The content validity index was 1.0, with internal consistency coefficients of 0.87 and 0.89, respectively. Regression analyses were performed to evaluate the relationship between OLES and PERMA scores. Results: The questionnaire was completed by 274 undergraduate medical students. Students reported moderate to high degrees of positive perception towards online learning, high levels of positive emotions and moderate levels of negative emotions. Statistically significant differences were found across groups based on students’ gender, year of study and academic programme. Almost all aspects of the online learning environment were significantly predictive of students’ wellbeing, with personal relevance and evaluation and assessment being the two most important predictors (R2 = 0.201; P < 0.001). Conclusion: Medical students generally enjoyed online learning, although some challenges were presented. The online learning environment was positively associated with students’ wellbeing; however, some students expressed negative emotions including loneliness, anxiety, anger and sadness.

scholarly journals Teaching and Training Medical Students at the Midst of COVID-19 Pandemic: Unanswered Questions and the Way Forward

2020 ◽  
Vol 18 (2) ◽  
pp. 320-323
Author(s):  
Shrijana Shrestha
Keyword(s):  
Medical Students ◽  
Hospital Setting ◽  
Medical Schools ◽  
Disease Spread ◽  
Medical Doctors ◽  
Undergraduate Medical Students ◽  
Frontline Workers ◽  
Transmission Rates ◽  
Lifetime Experience ◽  
And Training

Medical doctors are the frontline workers in tackling any pandemics but ironically the medical students, especially the undergraduate medical students, who are the doctors in making, are being exempted from the lifetime experience of the current COVID-19 pandemic in most medical schools. In view of preventing the disease spread and maintaining social distancing the educational institutes including medical schools are closed in most countries struggling with the current pandemic. The decision is based on some evidences showing that the lockdown is one of the important tools to decrease transmission rates, delay the doubling time and flatten the curve. Unlike many other subjects and specialty, medicine has to be taught on patients and in the hospital setting. In this context there are several unanswered questions regarding the teaching and training of undergraduate medical students and the most important question being what is the best approach without compromising the safety as well as educational objectives and without overburdening the system? This article discusses some of these issues. Keyword: COVID-19; medical education; pandemic

Assessing the Learning Environment for Medical Students: An Evaluation of a Novel Survey Instrument in Four Medical Schools

2016 ◽  
Vol 41 (3) ◽  
pp. 354-359 ◽  
Author(s):  
Linda H. Pololi ◽  
Arthur T. Evans ◽  
Leslie Nickell ◽  
Annette C. Reboli ◽  
Lisa D. Coplit ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Medical Schools ◽  
Survey Instrument

Evaluating the Quality of Health Professions Learning Environments: Development and Validation of the Health Education Learning Environment Survey (HELES)

2019 ◽  
Vol 43 (3) ◽  
pp. 162-168
Author(s):  
Shayna A. Rusticus ◽  
Derek Wilson ◽  
Oscar Casiro ◽  
Chris Lovato
Keyword(s):  
Medical Students ◽  
Health Education ◽  
Learning Environment ◽  
Peer Relationships ◽  
Clinical Skills ◽  
Program Planning ◽  
Health Professions ◽  
Undergraduate Medical Students ◽  
Faculty Relationships

The learning environment can be broadly conceptualized as the physical, social, and psychological context in which learning and socialization takes place. While there is now an expectation that health professions education programs should monitor the quality of their learning environment, existing measures have been criticized for lacking a theoretical foundation and sufficient validity evidence. Guided by Moos’s learning environment framework, this study developed and preliminarily validated a global measure of the learning environment. Three pilot tests, conducted on 1,040 undergraduate medical students, refined the measure into the 35-item Health Education Learning Environment Survey (HELES), which consists of six subscales: peer relationships, faculty relationships, work–life balance, clinical skills development, expectations, and educational setting and resources. A final validation study conducted on another sample of 347 medical students confirmed its factor structure and examined its reliability and relation of the HELES to the Medical School Learning Environment Survey (MSLES). Subscale reliabilities ranged from .78 to .89. The HELES correlated with the MSLES at .79. These results indicate that the HELES can provide a valid and reliable assessment of the learning environment of medical students and, as such, can be used to inform accreditation and program planning in health professions programs.

scholarly journals Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula

2018 ◽  
Vol 52 (3) ◽  
pp. 116-121
Author(s):  
Olufunmilola A. Ogun ◽  
Timothy E. Nottidge ◽  
Sue Roff
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Medical School ◽  
Survey Design ◽  
Medical Schools ◽  
Learning Climate ◽  
Older Students ◽  
The Mean ◽  
Improved Learning

Objective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.Methods: A survey design was used. Data was analysed using the DREEM scoring rubric. The independent t-test was used to compare results. Setting: The DREEM questionnaire was administered to final year medical students at two participating centres. Participants: Final year students of a teacher-centred and a student-centred medical school. Results: There were 138 respondents – 50 (96.2% of the final year students) from the teacher centred school and 88 (59.1% of the final year students) from the student-centred school. The mean total DREEM score was 117+22.3 in the former and 119 +23.6 in the latter (p = 0.798). Mean age of students in the teacher centred school was 28 ± 5.28 years, while that of the student-centred school was 23 ± 1.83 years (p < 0.05). Conclusion: The mean total DREEM score proximity between the schools suggests that the younger students using a more student-centred curriculum have less of an appreciation of their improved learning environment than is expected. Thus, the hidden curriculum could be lagging behind the written one. The older students in the teacher centred environment have a more mature appreciation of their learning climate.  Funding: Personal sourcesKeywords: medical education, Nigeria, curriculum, DREEM

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