Perceived barriers to medical leadership training and methods to mitigate them in the undergraduate medical curriculum: A mixed-methods study of final-year medical students at two medical schools

IntroductionPhysical activity (PA) is important in promoting health, as well as in the treatment and prevention of diseases. However, insufficient PA is still a global health problem and it is also a problem in medical schools. PA training in medical curricula is still sparse or non-existent. There is a need for a comprehensive understanding of the extent of PA in medical schools through several indicators, including people, places and policies. This study includes a survey of the PA prevalence in a medical school and development of a tool, the Medical School Physical Activity Report Card (MSPARC), which will contain concise and understandable infographics and information for exploring, monitoring and reporting information relating to PA prevalence.Methods and analysisThis mixed methods study will run from January to September 2017. We will involve the School of Medicine, Walailak University, Thailand, and its medical students (n=285). Data collection will consist of both primary and secondary data, divided into four parts: general information, people, places and policies. We will investigate the PA metrics about (1) people: the prevalence of PA and sedentary behaviours; (2) place: the quality and accessibility of walkable neighbourhoods, bicycle facilities and recreational areas; and (3) policy: PA promotion programmes for medical students, education metrics and investments related to PA. The MSPARC will be developed using simple symbols, infographics and short texts to evaluate the PA metrics of the medical school.Ethics and disseminationThis study has been approved by the Human Research Ethics Committee of Walailak University (protocol number: WUEC-16-005-01). Findings will be published in peer-reviewed journals and presented at national or international conferences. The MSPARC and full report will be disseminated to relevant stakeholders, policymakers, staff and clients.

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A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies

Applied Linguistics Review ◽

10.1515/applirev-2020-0119 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Barry Lee Reynolds ◽

Xiaofang Zhang ◽

Chen Ding

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Vocabulary Learning ◽

Negative Relationship ◽

Mixed Methods Study ◽

Vocabulary Size ◽

School Students ◽

Teacher Interviews ◽

Vocabulary Strategies ◽

Medical Vocabulary

Abstract This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.

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A mixed-methods study identifying and exploring medical students’ views of the UKCAT

Medical Teacher ◽

10.3109/0142159x.2011.557753 ◽

2011 ◽

Vol 33 (3) ◽

pp. 244-249 ◽

Cited By ~ 10

Author(s):

J.A. Cleland ◽

F.H. French ◽

P.W. Johnston ◽

on behalf of the Scottish Medical C

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Mixed Methods Study

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Junior medical students' notions of a ‘good doctor’ and related expectations: a mixed methods study

Medical Education ◽

10.1111/j.1365-2929.2007.02729.x ◽

2007 ◽

Vol 41 (5) ◽

pp. 476-486 ◽

Cited By ~ 27

Author(s):

Gillian Maudsley ◽

Evelyn M I Williams ◽

David C M Taylor

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Mixed Methods Study ◽

Good Doctor

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Assessing the Impact of Provider Training and Perceived Barriers on the Provision of Spiritual Care: a Mixed Methods Study

Journal of Cancer Education ◽

10.1007/s13187-021-02115-x ◽

2021 ◽

Author(s):

Julia McGee ◽

Elizabeth Palmer Kelly ◽

Joseph Kelly-Brown ◽

Erin Stevens ◽

Brittany L. Waterman ◽

...

Keyword(s):

Mixed Methods ◽

Spiritual Care ◽

Mixed Methods Study ◽

Perceived Barriers ◽

Provider Training ◽

The Impact

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A MANUAL OF PAEDIATRICS FOR STUDENTS AND PRACTITIONERS IN SOUTH-EAST ASIA, edited by Pinchas Robinson and Arvid Wallgren. Calcutta: Orient Longmans, Rev. Ed., 1963, 504 pp., price not listed

PEDIATRICS ◽

10.1542/peds.34.2.298 ◽

1964 ◽

Vol 34 (2) ◽

pp. 298-298

Author(s):

J. K. G. Webb

Keyword(s):

Medical Students ◽

Child Health ◽

East Asia ◽

Medical Curriculum ◽

South East Asia ◽

Undergraduate Medical Curriculum ◽

Health And Disease

Pediatrics in South East Asia is still a very young field of medicine. Although pediatric departments under trained pediatricians were established in a few universities in the region as long as 25 years ago this has become general only in the course of the last decade. During this period formal teaching in child health and disease has become a required part of the undergraduate medical curriculum and although universities have often been quite inexplicably reluctant to include a section on pediatrics in the qualifying examination, medical students have been increasingly willing and even anxious to read suitable pediatric texts.

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Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

European Journal of Clinical Pharmacology ◽

10.1007/s00228-020-03027-3 ◽

2020 ◽

Author(s):

David J. Brinkman ◽

Teresa Monteiro ◽

Emilia C. Monteiro ◽

Milan C. Richir ◽

Michiel A. van Agtmael ◽

...

Keyword(s):

Clinical Pharmacology ◽

Medical Students ◽

Medical Training ◽

Medical Curriculum ◽

Problem Based Learning ◽

Multiple Choice Questions ◽

Working Mechanism ◽

Undergraduate Medical Curriculum ◽

Undergraduate Programme ◽

Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

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