Student well-being during dedicated preparation for USMLE Step 1 and COMLEX Level 1 exams

Background Nearly all U.S. medical students engage in a 4–8 week period of intense preparation for their first-level licensure exams, termed a “dedicated preparation period” (DPP). It is widely assumed that student well-being is harmed during DPPs, but evidence is limited. This study characterized students’ physical, intellectual, emotional, and social well-being during DPPs. Methods This was a cross-sectional survey sent electronically to all second-year students at four U.S. medical schools after each school’s respective DPP for USMLE Step 1 or COMLEX Level 1 in 2019. Survey items assessed DPP characteristics, cost of resources, and perceived financial strain as predictors for 18 outcomes measured by items with Likert-type response options. Open-ended responses on DPPs’ influence underwent thematic analysis. Results A total of 314/750 (42%) students completed surveys. DPPs lasted a median of 7 weeks (IQR 6–8 weeks), and students spent 70 h/week (IQR 56–80 h/week) studying. A total of 62 (20%) reported experiencing a significant life event that impacted their ability to study during their DPPs. Most reported 2 outcomes improved: medical knowledge base (95%) and confidence in ability to care for patients (56%). Most reported 9 outcomes worsened, including overall quality of life (72%), feeling burned out (77%), and personal anxiety (81%). A total of 25% reported paying for preparation materials strained their finances. Greater perceived financial strain was associated with worsening 11 outcomes, with reported amount spent associated with worsening 2 outcomes. Themes from student descriptions of how DPPs for first-level exams influenced them included (1) opportunity for synthesis of medical knowledge, (2) exercise of endurance and self-discipline required for professional practice, (3) dissonance among exam preparation resource content, formal curriculum, and professional values, (4) isolation, deprivation, and anguish from competing for the highest possible score, and (5) effects on well-being after DPPs. Conclusions DPPs are currently experienced by many students as a period of personal and social deprivation, which may be worsened by perceived financial stress more than the amount of money they spend on preparation materials. DPPs should be considered as a target for reform as medical educators attempt to prevent student suffering and enhance their well-being.

The Impact of a Proposed Science Informal Curriculum on Students’ Achievement and Attitudes During the Covid-19

This study aimed to identify the impact of a proposed science curriculum based on informal learning on the academic achievement of ninth-grade students and their attitudes towards science majors in Al-Qunfuthah Governorate during the COVID-19 pandemic, and thus answer the following questions: What activities represent informal education in science that can be included in the science curriculum? Is there a statistically significant difference in the attitudes towards scientific disciplines for ninth-grade students due to the proposed curriculum based on informal education? Is there a statistically significant difference in the educational attainment of ninth-grade students due to the proposed curriculum based on non-formal education? The researcher used the experimental method, where the study sample was randomly selected and numbered (29) students in the control group, and (29) students in the experimental group. The researcher designed the science curriculum to include activities based on informal education in science, and it was taught to students in the experimental group, while the control group will study the formal curriculum of science for the third intermediate grade. The researcher also prepared a measure of attitudes towards the sciences major, and a test to measure the students' academic achievement.

The Importance of the Institution of a Robotic Curriculum on Resident Training and Performance

In 2018, general surgery topped the number of robotic cases. Over 90% of residents participate, but only 65% of programs have a formal curriculum, and less than half track progress. Many are insufficient at training due to an observational role. This paper reviews Marshall University General Surgery Residency program’s robotic curriculum, which started in 2018. The curriculum consists of a weekend course and simulations, enabling residents obtain certification. Residents participated in Intuitive’s Resident Robotic Olympics with first place in 2019 and second and third place in 2020. For the 2021 year, the robotic curriculum was revised into phases based on year. Deadlines and forms help improve and track progress. It is important to develop a curriculum with a protocol for training, monitoring, and credentialing to ensure proficiency. Marshall University General Surgery robotic curriculum has been successful at improving robotic skill, enabling residents to obtain a robotic surgery certification upon graduation.

Exploring medical students’ perceptions of the challenges and benefits of volunteering in the intensive care unit during the COVID-19 pandemic: a qualitative study

ObjectivesIn March 2020, the WHO declared SARS-CoV-2 a pandemic. Hospitals across the world faced staff, bed and supply shortages, with some European hospitals calling on medical students to fill the staffing gaps. This study aimed to document the impact of volunteering during the COVID-19 pandemic on students’ professional development, resilience and future perceived career choices.DesignThis is a retrospective, qualitative study of student reflections, using purposive sampling.The Royal College of Surgeons in Ireland (RCSI) University of Medicine and Health Sciences recruited 26 medical student volunteers to assist in pronation and supination of ventilated patients affected by SARS-CoV-2. These students were invited to complete an anonymous survey based on their experiences as volunteers. Thematic analysis was performed on these written reflections.ResultsThe results showed that volunteering during the COVID-19 pandemic developed key skills from RCSI’s medical curriculum, significantly fostered medical students’ resilience and guided their career choices. Major areas of development included communication, teamwork, compassion and altruism, which are not easily developed through the formal curriculum. A further area that was highlighted was the importance of evidence-based health in a pandemic. Finally, our respondents were early stage medical students with limited clinical exposure. Some found the experience difficult to cope with and therefore supports should be established for students volunteering in such a crisis.ConclusionThese results suggest that clinical exposure is an important driver in developing students’ resilience and that volunteering during a pandemic has multiple benefits to students’ professional development and professional identity formation.

Determining the Influences of a Hidden Curriculum on Students’ Character Development Using the Illuminative Evaluation Model

This study aimed to determine whether the Illuminative Evaluation Model, with its three-stage framework: Investigate, Inquire Further, and Explain, can be used as a methodology in understanding the influences of the hidden curriculum on the character development of preschool students. In Stage 1 Investigate, document analysis, observations, and interviews were conducted to examine the characteristics which were targeted to be developed through the formal curriculum, and the deviations and unintended outcomes that occurred during implementation. In Stage 2 Inquire Further, surveys, structured observations, and focus-group discussions were conducted to progressively focus on selected issues. In Stage 3 Explain, principles and patterns were organized to describe the hidden curriculum. In conclusion, the Illuminative Evaluation Model was found to be effective as a tool in determining the influences of a hidden curriculum on students’ character development. Keywords: curriculum evaluation, Illuminative Evaluation Model, hidden curriculum, qualitative evaluation, character development

Comparison of hidden medical curriculum of Tabriz University of Medical Sciences and Tabriz Azad University of Medical Sciences from the students’ perspectives

Background: Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives. Methods: In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized. Results: The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professional financial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences. Conclusion: The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.

FEEDBACK: DIFFERENT CONCEPTS AND PRACTICES IN A CULTURALLY DIFFERENT LEARNING ENVIRONMENT? STUDENTS’ PERCEPTIONS

Objective: To assess students’ perceptions of feedback, regarding its understanding, and practices in a traditional undergraduate dental curriculum in Pakistan, where feedback was not part of a formal curriculum as a structured entity. Study Design: Qualitative-phenomenology. Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Dec 2017 to May 2018. Methodology: Purposive sampling was done, and data was gathered using semi-structured, group interview of 16 BDS students. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis. Results: Feedback, though, being practiced by faculty, was not identify as feedback by students. They did not appreciate it as an essential skillset for learning and performance. Though, conceptions of students regarding this phenomenon varied, five emergent themes displayed the essence of the phenomenon in this learning environment: 1) understanding ‘feedback’ through participants’ response, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression. Conclusion: Our students were devoid of formally instituted feedback practices, so they were unable to identify it as ‘feedback’. Wide range of contradictory and many negative experiences of participants indicated that formal training in feedback and its systematic use might improve students’ experiences.Keywords: , , , , , .

Droits des Enfants dans le Programme Scolaire au Primaire en Cote d’Ivoire et Leurs Perceptions par les Enseignants

Le 20 novembre 1989, l’Assemblée Générale de l’Organisation des Nations unies a adopté, à l’unanimité, la Convention relative aux droits de l’enfant . Une éducation aux droits de l’enfant semble être alors essentielle, en ce sens qu’elle permet à l’enfant en tant qu’être vulnérable et dépendant, d’acquérir des connaissances sur ces droits. Ainsi, cette étude se propose d’une part, de mettre en exergue les contenus d’enseignements relatifs au thème des droits de l’enfant dans le programme scolaire de l’école primaire en Côte d’Ivoire. D’autre part, elle met en relation le contenu de cet enseignement et les représentations des instituteurs interrogés à ce sujet. Une analyse de contenu des guides maître et des entretiens semi directifs réalisés avec 12 instituteurs montrent que, si les droits des enfants sont pris en compte dans le curriculum formel, nous notons une divergence de point de vue dans la perception chez ceux-là même qui sont chargés de les dispenser. On November 20, 1989, the United Nations General Assembly unanimously adopted the Convention on the Rights of the Child. Education of the child’s rights seems, therefore, to be very essential because it helps the child, as a vulnerable and dependent being, to acquire knowledge about these rights. This paper focuses, on the one hand, on highlighting the teaching content relating to the theme of the rights of the child in the school curriculum of primary school in Côte d'Ivoire. On the other hand, it focuses on the content of this teaching and the representations of the teachers questioned in this subject. A content analysis of the master guides and of the semi-structured interviews carried out with 12 teachers show that if the rights of children are taken into account based on the formal curriculum, a divergence of viewpoint would be mentioned through the perceptions of those who are even in charge of teaching them.

Empathy in Medical Education: Its Nature and Nurture — a Qualitative Study of the Views of Students and Tutors

Context Medical education is committed to teaching patient centred communication and empathy. However, quantitative research suggests empathy scores tend to decline as students progress through medical school. In qualitative terms, there is a need to better understand how students and tutors view the practice and teaching of clinical empathy and the phenomenon of empathic erosion. Methods Working within a constructivist paradigm, researchers thematically analysed the individual interview data from a purposive sample of 13 senior students and 9 tutors. Results The four major themes were as follows: (1) ‘the nature of empathy’, including the concept of the innate empathy that students already possess at the beginning of medical school; (2) ‘beyond the formal curriculum’ and the central importance of role modelling; (3) ‘the formal curriculum and the tick-box influence of assessments’; and (4) the ‘durability of empathy’, including ethical erosion and resilience. A garden model of empathy development is proposed — beginning with the innate seeds of empathy that students bring to medical school, the flowering of empathy is a fragile process, subject to both enablers and barriers in the formal, informal, and hidden curricula. Conclusion This study provides insights into empathic erosion in medical school, including the problems of negative role modelling and the limitations of an assessment system that rewards ‘tick-box’ representations of empathy, rather than true acts of compassion. It also identifies factors that should enable the flowering of empathy, such as new pedagogical approaches to resilience and a role for the arts and humanities.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.