Developing Competencies of Medical Students Using Group Discussion as TL Method

Abstract Objective: To determine perception of medical students about learning from integrated simulated clinical skills sessions in Respiration and Circulation module of Year 1 undergraduate medical curriculum at Aga Khan University. Subjects & Methods: This cross-sectional study was conducted at the Centre for Innovation in Medical Education, Aga Khan University (AKU) from July 2018 to February 2019. Integrated clinical skills session involves use of a combination of live simulated patient and mechanical simulator to teach clinical skills. These sessions were conducted in Respiration and Circulation Module of MBBS Year I curriculum after which quantitative data was collected by a questionnaire that assessed usefulness of integrated clinical skills teaching method and confidence gained by students. The responses acquired were assessed on a Likert scale ranging from 1-5, (strongly agree -strongly disagree). Descriptive analysis was performed. A focused group discussion (FGD) with students and an in-depth interview with a facilitator conducting the clinical skills sessions was arranged. Simple verbatim transcription of FGD recordings and thematic analyses was executed. Results: Quantitative analysis showed that more than 90% of the students believed integrated sessions were effective in acquiring the learning objectives and found them enjoyable and motivating. 80% expressed confidence that they had accomplished learning objectives and felt they have learned practical clinical skills. Qualitative analysis revealed that these sessions enhanced understanding of subject matter and student engagement during sessions. Conclusion: Integrated clinical skills sessions improved student interest, engagement and promoted student confidence. It should be implemented in undergraduate medical teaching curriculum. Continuous...

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Developing a comprehensive tool to assess professional attitude among physicians and medical students

Journal of Medical Ethics and History of Medicine ◽

10.18502/jmehm.v14i27.8283 ◽

2022 ◽

Author(s):

Neda Yavari ◽

Fariba Asghari ◽

Zahra Shahvari ◽

Saharnaz Nedjat ◽

Bagher Larijani

Keyword(s):

Medical Students ◽

Group Discussion ◽

Cross Sectional Study ◽

Second Phase ◽

Validity And Reliability ◽

Cross Sectional ◽

Individual Interviews ◽

Professional Attitude ◽

Final Questionnaire ◽

Students Attitudes

It appears that up until now, no comprehensive tool has been developed to assess medical students’ attitudes toward the different dimensions of professionalism. The present study aimed to develop a comprehensive quantitative tool to evaluate medical students’ attitudes toward professionalism. This study consisted of two phases: The first phase was item generation and questionnaire design based on literature review and a qualitative survey. The qualitative data were extracted from 49 semi-structured individual interviews and one focus group discussion. In the second phase, the questionnaire was developed and its face, content, and structure validity and reliability were evaluated. To measure the construct validity of the questionnaire, a cross-sectional study was conducted on 354 medical students at different academic levels at Isfahan University of Medical Sciences. The final questionnaire was loaded on five factors. The factors accounted for 43.5% of the total variance. Moreover, Cronbach's alpha was 0.84 for the total scale, and the interclass correlation coefficient was 0.77 for the test-retest reliability. The 17-item questionnaire measuring medical students’ professional attitude had acceptable validity and reliability and can be adopted in other studies on physicians’ and medical students’ professional attitudes.

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THE RELATIONSHIP between COURSE MANAGEMENT and EXAMINATION ATTRITION RATES among UNDERGRADUATE MEDICAL STUDENTS at the UNIVERSITY OF ZAMBIA

International Journal of African Higher Education ◽

10.6017/ijahe.v7i1.11959 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Harrison Daka ◽

Sekelani S. Banda ◽

Charles M. Namafe

Keyword(s):

Medical Students ◽

Academic Staff ◽

Comparative Method ◽

Group Discussion ◽

Course Management ◽

Undergraduate Medical Students ◽

Attrition Rates ◽

Training Programmes ◽

The University ◽

The Relationship

This study investigated the relationship between course management and examination attrition rates among undergraduate medical students at the University of Zambia, School of Medicine between the years 2008 to 2016. An explanatory sequential research design was used for data collection. Data were captured using an evaluation survey instrument, students’ Focus Group Discussion schedule and an interview schedule for key informants. Quantitative data from the first set were analysed using descriptive and inferential statistics while qualitative data from the second set were analysed using constant comparative method. The findings indicate that there was significant statistical difference in the course workloads in all programmes (p = 0.000, F = 4, 596, d f = 8.53). The course loads were heavy, had little time allocated to them. Course concepts were not taught in depth and led to students’ perceptions that the courses were difficult. As such, there is urgent need to revise or review course contents (i. e. curricular) of several programmes to be in accordance with the time allocated to them and that the Department of Medical Education and Development (DMED) should consider organizing specific pedagogical training programmes for existing and newly employed academic staff.

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Evaluation of the geriatric curriculum implemented at Shiraz University of Medical Sciences, Iran, since 2017: A qualitative study

F1000Research ◽

10.12688/f1000research.16040.2 ◽

2019 ◽

Vol 8 ◽

pp. 417 ◽

Cited By ~ 1

Author(s):

Faezeh Jaafari ◽

Somayeh Delavari ◽

Leila Bazrafkan

Keyword(s):

Medical Students ◽

Clinical Education ◽

Group Discussion ◽

Geriatric Medicine ◽

General Medicine ◽

Ambulatory Setting ◽

Field Observations ◽

Medical Sciences ◽

Structured Interviews ◽

The University

Background: Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community. Methods: This was a qualitative study. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018. Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this. Results: Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations. Conclusions: This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.

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Digital Problem-Based Learning: An Innovative and Efficient Method of Teaching Medicine

Journal of Medical Education and Curricular Development ◽

10.1177/2382120518825254 ◽

2019 ◽

Vol 6 ◽

pp. 238212051882525

Author(s):

Khaylen Mistry ◽

Natasha Casie Chetty ◽

Puran Gurung ◽

Nick J Levell

Keyword(s):

Medical Students ◽

Teaching Method ◽

Inflammatory Diseases ◽

Group Discussion ◽

Problem Based Learning ◽

Real Patient ◽

Clinical Images ◽

Innovative Teaching ◽

Feedback Questionnaire ◽

Short Time

Background: The breadth of knowledge assimilated by undergraduates is substantial. Time must be utilised to impart knowledge and skills to ensure optimal training. Dermatology comprises a large portion of work in primary care; yet UK undergraduate dermatology training is short. Digital problem-based learning (PBL) is an innovative teaching method incorporating clinical images into intense, interactive teaching sessions. Aim: To determine the efficacy of digital PBL sessions in teaching UK medical students during their dermatology module. Methods: In total, 59 second-year medical students at Norwich Medical School during their dermatology secondary care attachment completed two 2.5-h digital PBL sessions. One session was focused on lesions and the second on inflammatory diseases. During each session, students assessed 60 clinical cases each comprising an image with a brief history. In small groups, students discussed the cases, described the images, and agreed a diagnosis followed by a group discussion with the supervising clinician who provided feedback. Following each session, students completed a feedback questionnaire. Results: In total, 117 sets of feedback were received; 60% of students considered they learnt a great amount in a short time. The majority of students reported feeling more confident to make a dermatological diagnosis and more motivated in clinics as a result of the digital PBL; 64% of students found digital PBL more useful than real patient clinics. The most frequent negative comment was that 2.5 h was too long to concentrate. Conclusions: Digital PBL was a popular, effective, and efficient teaching method. Digital PBL sessions should be introduced alongside clinics and other teaching methods for undergraduates.

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Simulated Encounters With Vaccine-Hesitant Parents: Arts-Based Video Scenario and a Writing Exercise

Journal of Medical Education and Curricular Development ◽

10.1177/2382120518790257 ◽

2018 ◽

Vol 5 ◽

pp. 238212051879025 ◽

Cited By ~ 1

Author(s):

Kaisu Koski ◽

Juho T Lehto ◽

Kati Hakkarainen

Keyword(s):

Medical Students ◽

Health Beliefs ◽

Clinical Training ◽

Peer Group ◽

Group Discussion ◽

Vaccine Hesitancy ◽

Junior Doctors ◽

Global Public Health ◽

Consultation Room ◽

Video Viewing

Vaccine hesitancy is an increasing and urgent global public health challenge. Medical students’ encounters with vaccine-hesitant parents, however, remain incidental and unexplored. During pre-clinical training, the vaccine-hesitant parents are typically represented through impersonal text-based cases, lists of their concerns, and sometimes a virtual patient. However, in reality, vaccine-hesitant parents have many health beliefs and arguments that are accompanied with intense emotions, and students remain unaware and unprepared for them. This study is an experimental pilot test in stimulating the medical students’ understanding of, and ability to respond to, vaccine-hesitant parents’ beliefs and questions. An arts-based video scenario and a writing exercise are used to demonstrate a rich case of vaccine hesitancy, including a simulated dialogue between a parent and a student. The study invites vaccine-hesitant parents to ask questions to medical students, then it incorporates these questions in a video scenario and subsequently invites the students to answer these questions as junior doctors. The study examines how the peer group discussion after the video viewing resembles a hospital breakroom conversation and how the written dialogue with a vaccine-hesitant parent simulates a consultation-room encounter.

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The Issue of Communication within Medicine

Psychiatry in Medicine ◽

10.2190/0d8n-k4u9-x4cn-kdrd ◽

1972 ◽

Vol 3 (4) ◽

pp. 357-363 ◽

Cited By ~ 1

Author(s):

C. R. B. Joyce

Keyword(s):

Medical Students ◽

Group Discussion ◽

Patient Relationship ◽

Human Relations ◽

Soft Data ◽

Profound Influence ◽

Self Development ◽

Significant Area ◽

The Impact ◽

Group Experience

Communicating is one of the physician's most important skills; yet there are serious impediments to acquiring such assets in medical curricula as customarily presented. Balint attempted to fill a void in this significant area through an innovative approach to group discussion of cases, which enabled the doctor to “use himself” more effectively in the doctor-patient relationship. Through self-development and insight, the physician could improve his “apostolic function” as a teacher-to the patient's benefit. Communication is viewed as a two-way exchange, acknowledging the impact of the doctor upon the patient as well as the patient upon the doctor. The “soft” data of experience, behavior, dress and speech are as relevant as more quantifiable information. The ambiguity of words-and even silence-can have a profound influence upon illness in the context of the interaction between patient and physician. In spite of the difficulties of evaluating studies in the area of human relations, medical students and physicians are urged to undertake such explorations to enhance their own growth and perceptiveness and thereby improve their capacity to communicate meaningfully. Representative examples of such studies–including the small-group experience as used by Balint-are reported.

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Perceptions of undergraduate medical students about teaching-learning methods adopted by faculty members in community medicine

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20193484 ◽

2019 ◽

Vol 6 (8) ◽

pp. 3539

Author(s):

Usha Rani C. ◽

S. Aruna Devi

Keyword(s):

Medical Students ◽

Group Discussion ◽

Cross Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Effective Learning ◽

E Learning ◽

Power Point Presentation ◽

Microsoft Office ◽

Teaching Learning

Background: Effective learning is closely associated with effective teaching. Achieving effective learning requires a student cantered and outcome-focused approach.4 Various interactive techniques like Problem Based Learning (PBL), facilitated group discussion, E-learning, Massive Open Online Courses (MOOCS) etc., are being implemented in TL sessions in medical schools. These methods are found to be effective to foster better learning among medical students. The present study was an attempt to understand the perceptions of undergraduate medical students, posted at Government Medical College and Hospital, Mehabubnagar, Telangana about different teaching methodologiesMethods: A cross sectional study was conducted among 56 MBBS students of 4th semester. A pre-tested, self-administered, structured questionnaire was devised which consisted of ten questions with three to four options each. Study participants were asked to fill up the questionnaire under strict supervision and they were allotted 15 minutes to complete the same. Entire data was entered into Microsoft Office Excel Sheet and analysed.Results: Out of 56, 32 (57.14%) female students and 24 (42.85%) male students voluntarily participated in the study. large number of participants i.e., 66.07% thought that FGD is the best method of teaching. Most of participants i.e. 96.42% had favourable attitudes towards PPT as they felt that it improves their learning.Conclusions: Maximum number of undergraduate medical students knew about E learning. Facilitated Group Discussion (FGD) was the most preferred teaching learning methodology by students. The majority of them had positive perceptions towards the use of Power Point Presentation (PPT) as a powerful teaching tool in medical education.

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The ‘Octopus’ Skills Model of a Medical Professional: A Focus Group Discussion

10.21203/rs.3.rs-16618/v1 ◽

2020 ◽

Author(s):

Samina Malik ◽

Raza Younus ◽

Qanita Mahmud ◽

Aimen Fatima ◽

Naila Jabbar ◽

...

Keyword(s):

Medical Students ◽

Focus Group ◽

Focus Group Discussion ◽

Group Discussion ◽

Self Regulation ◽

Medical Professional ◽

Behavioral Skills ◽

Organizational Skills ◽

Purposive Sample ◽

Skilled Person

Abstract Background: Professional behavior or professionalism refers to the traits that a skilled person must possess in order to be maximally effective. When it comes to a medical professional, professionalism refers to the values and behaviors that connect a health professional to society. Professionalism has always been a part of curriculum, but students are hardly involved in development of professional curriculum including its outcomes. This study was designed to formulate an undergraduate model of competencies expected in a medical professional, based on perceptions of medical students. Methods: A focus group discussion of purposive sample of 17 final year medical students in 2 groups was conducted under supervision of an experienced moderator. The study comprised of 3 rounds of discussion, each lasting for 90 minutes. Consensus was extracted by content analysis and numerical analysis.Results: Out of 28 competencies extracted initially, eight professional competencies were shortlisted by manual thematic analysis, which included learning skills, behavioral skills, procedural skills, self-regulation skills, organizational skills, research skills, teaching skills, and emotional skills. This resulted in generation of 8-limbed Octopus skills model of a medical professional, which would help the students in better compliance of medical professionalism. Conclusion: Being generated by medical students, the ‘Octopus’ Model of Skills is expected to give ownership of these eight competencies to be acquired during formative years by all future doctors and may serve as students’ perspective in curriculum and professional development.

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