Medical Students
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2021 ◽  
Vol 46 ◽  
pp. S626-S627
A.N. Zavyalova ◽  
A.R. Moskvina ◽  
E.P. Pashkova ◽  
M.P. Slobodchikova

2021 ◽  
Vol 33 (4) ◽  
pp. 405-409
Su Jin Chae

Purpose: The purpose of this study was to examine the differences in the medical students’ satisfaction on online flipped learning by the learning style.Methods: A total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman’s Index of Learning Styles and the Korean Educational Development Institute’s National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.Results: Results showed that there were statistically significant differences within active–reflective types and sensing–intuitive types. The active–reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing–intuitive type, active participation showed a significant difference from other effects of learning.Conclusion: The learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.

2021 ◽  
Vol 33 (4) ◽  
pp. 349-367
Shuh Shing Lee ◽  
Sook Muay Tay ◽  
Ashokka Balakrishnan ◽  
Su Ping Yeo ◽  
Dujeepa D. Samarasekera

Purpose: The use of mobile devices among medical students and residents to access online material in real-time has become more prevalent. Most literature focused on the technical/functional aspects of mobile use. This study, on the other hands, explored students, doctors and patients’ preferences and reasons towards the use of mobile devices in clinical settings underpinned by the Technology Acceptance Model 2 (TAM 2).Methods: This research employs an exploratory research design using survey and semi-structured interviews. An online survey was administered to clinical year medical students, followed by semi-structured interviews with the doctors and patients. Questions for the online survey and semi-structured interviews were derived from previous literature and was then reviewed by authors and an expert panel. A convenience sampling was used to invite voluntary participants.Results: Survey findings showed that most medical students used their devices to find drug information and practice guidelines. The majority of the students accessed UpToDate followed by Google to access medical resources. Key barriers that students often encountered during the use of mobile devices were internet connectivity in the clinical settings, reliability of the information, and technical issues. Thematic analysis of the interviews revealed four themes: general usage by students, receptivity of the use of mobile devices by students, features in selecting resources for mobile learning, and limitation in the current use of mobile devices for learning.Conclusion: The findings from this study assist in recommending suitable material using mobile devices to enhance learning in the clinical environment and expand the TAM 2.

2021 ◽  
Vol 33 (4) ◽  
pp. 369-379
Ye Ji Kang ◽  
Jun Soo Hwang ◽  
Yanyan Lin ◽  
Hyo Jeong Lee ◽  
Sang Yun Han ◽  

Purpose: First-year students can form a preconception based on life experiences before entering college and identifying learners’ existing characteristics can be useful foundation data for curriculum development. This study examines what preconceptions freshman students had about medicine before entering medical school.Methods: A total of 110 first-year students were asked about what preconceptions they had about “medicine”. A total of 1,124 data were used in the content analysis method.Results: The results were extracted into 5, and 12 twelve categories. On the theme of “scientific discipline”, the knowledge students had about general health was based on scant expertise and little evidence. Students perceived medicine as Western and scientific, considering Korean traditional medicine as unscientific. Students believed that “medical practice” should be a “disease treatment” and “patient-centered” approach rather than a “social responsibility”. In “the role of the doctor”, students were concerned about the doctor's being financially stable on the positive side, and about the high-intensity workload on the negative side. In “medical education”, students believed that studying medicine would be “hard and difficult” because of the “importance of memorizing” and “extensive study load”. In “specialty stereotype”, students had biases that were mostly concentrated on “psychiatry” and “surgery”Conclusion: Perception of “medicine” has been revealed to a varied range of themes, but some have been inaccurate or unrealistic. These prejudices and groundless beliefs have a gap with the learning outcomes that students should achieve in the curriculum, and these preconceptions seem to have been influenced by South Korea’s unique cultural context.

2021 ◽  
Jack Pun

Abstract Background: In the absence of a well-rounded syllabus to teach clinical communication, emphasising both interpersonal and medical dimensions, medical students in the early stages of their career may find it challenging to effectively communicate with patients, especially those from different cultural backgrounds. Aims: To explore the priorities, challenges and scope of teaching clinical communication in a Chinese context using a disciplinary approach, and to investigate how medical educators and clinicians teach clinical communication in their respective clinical disciplines. Design: Interpretative phenomenological analysis. Data sources: Nine medical educators, all experienced frontline clinicians from 7 clinical disciplines, were recruited from 7 Hong Kong hospitals and 2 medical schools. They were interviewed to seek their views on teaching clinical communication in the Chinese context, specifically its priorities, challenges, and scope. Results: The interview data revealed 5 themes related to the priorities, challenges, and scope of teaching clinical communication across a wide range of clinical disciplines in the Chinese context, namely (1) showing empathy with patients; (2) using technology as a modern teaching approach to combine medical and interpersonal dimensions; (3) shared decision-making, reflecting the influence of Chinese collectivism and cultural attitudes towards death on communication with patients and their families; (4) interdisciplinary communication between medical departments; and (5) the role of language in clinician–patient communication. Conclusions: Taking a disciplinary perspective, the clinicians in this study approached the complex nature of teaching clinical communication in the Chinese context in different ways. The findings illustrated the need to teach clinical communication using a disciplinary approach in addition to teaching it generically across specialties. This is particularly important in the Intensive Care Unit (ICU), where clinicians frequently cooperate with physicians from other departments. This study also highlighted how non-verbal social cues, communication strategies, and the understanding of clinical communication in the Chinese context operate differently from those in the West, because of socio-cultural factors such as family dynamics and hierarchical social structures. We recommend a dynamic teaching approach using role-playing tasks, scenario-based examples, and similar activities to help medical students to establish well-rounded clinical communication experiences in preparation to overcome challenges in their future real-life clinical practice.

Max Jaenisch ◽  
Dieter Christian Wirtz ◽  
Hendrik Kohlhof ◽  
Martin Gathen ◽  
Koroush Kabir ◽  

Abstract Introduction Acetabular defect recognition and classification remains a challenging field of practice for orthopedic surgeons. Recently, the Acetabular Defect Classification (ADC) has been introduced to provide a reliable, reproducible and intuitive classification system. In order to improve ease of use and efficiency of the ADC, a browser-based application has been created. We hypothesized that the ADC application can improve rating performance of non-specialists (medical students) to achieve good inter- and intra-rater agreement and will compare favorable to the results of specialists (experienced surgeons) without the help of the application. Materials and methods The ADC is based on the integrity of the acetabular rim and the supporting structures. It consists of four main types of defects ascending in severity. These defects are further subdivided in A–C, narrowing down defect location. 80 randomized radiographs were graded according to ADC by three non-specialists (medical students) with help of the ADC application and by three specialists (orthopedic surgeons) without help of the application to evaluate the difference in inter-rater agreement between groups. To account for intra-rater agreement, the rating process was repeated after a reasonable wash-out period. Results Inter-rater and intra-rater agreement within the non-specialist group rated lower when compared to the specialist group while still falling into the good agreement range. The student group presented with k values of 0.61 for inter-rater agreement and 0.68 for intra-rater agreement, while the surgeon group displayed k values of 0.72 for inter-rater agreement and 0.83 for intra-rater agreement. Conclusion The app-guided assessment of acetabular defects offers a promising innovative approach to simplify complex situations. It makes the challenging field of acetabular revision arthroplasty more approachable especially for less experienced surgeons and offers insight and guidance in the planning stage as well as intra-operative setting.

Seyed Hosein Tabatabaei ◽  
Seyed Mehdi Kalantar ◽  
Mohammad Hasan Akhavan Karbassi ◽  
Hossein Fallahzade ◽  
Zahra Akbari ◽  

Introduction: Considering the importance of oral health as a part of general health and the role of physicians in community health, the present study was conducted to investigate the relationship between common oral diseases and general body health from the perspective of medical students in Yazd City in 2018. Methods: In this descriptive cross-sectional study, 210 internship and pre-internship students of Shahid Sadoughi University of Medical Sciences in Yazd Cityin 2018 were selected randomly and their knowledge about common oral and dental diseases and its relationship with general body health was assessed through a valid and reliabile questionnaire consisted of 10 questions. Data were entered into SPSS version 16 statistical software and analyzed using descriptive statistics and T-test. Results: In the present study, 191 internship and pre-internship students completed the research questionnaire, of which 101 were female (52.8 %) and 90 were male (47.1%). The mean age of the students was 24.07 ±1.92. Their mean grade point average at the time of the study was 15/95±1/28. The mean score of their knowledge of oral diseases was 9.79 ± 3.27 with a range of 1 to 19. There was no statistically significant relationship between the mean score of knowledge in terms of age, sex, semester and grade point average (p˃0/05). Conclusion: The results showed that the mean score of knowledge of the internship and pre-internship students about common oral diseases and its relationship with general health is low. Therefore, it seems necessary to improve the level of knowledge of medical students in this regard by adding the mentioned topics to the educational curriculum of medical students.

Nicole Koehler ◽  
Erica Schmidt ◽  
Matthew A Roberts ◽  
Jenepher Ann Martin

Background: Medical students are predominantly exposed to patients with chronic conditions during acute episodes requiring hospitalisation. Consequently, this limits students’ opportunities to learn about continuity of patient care. Unlike hospitalised patients, patients undergoing haemodialysis attend dialysis clinics in ambulatory/outpatient settings multiple times per week over long time periods. Patients undergoing dialysis would be well placed to share their knowledge of their own chronic illness and their experience of patient-centred care. This study explored the willingness of patients undergoing haemodialysis to interact with the same medical student throughout the academic year. Methods: Twenty-seven patients undergoing dialysis at four dialysis units were interviewed.Results: Twenty-five patients indicated that they would be willing to regularly interact with students. Patients indicated that they would permit students to conduct a range of activities (e.g., taking a medical history). All 25 were willing to provide students with verbal feedback. Twelve were willing to provide written feedback. In terms of interacting with students, there were two predominant groups: 1) those who focus on the students’ needs and are prepared to interact with students frequently and over a long duration and 2) those who have had “enough” after a while and are prepared to interact with students over a shorter duration. Conclusions: Patients undergoing haemodialysis could provide students with opportunities to follow a patient’s journey, provided the length and frequency of the patient–student interaction is matched with patient preferences. 

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