Perception of 1 MBBS students about educational environment through ‘DREEM’ questionnaire

In an undergraduate (UG) medical education program, the educational environment is a critical factor of effective outcomes. Because it is a proven approach for this assessment in medical schools, the Dundee Ready Education Environment Measure (DREEM) was employed in this study.1. To assess the student’s perception of the educational environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire among 1st-year undergraduate medical students. 2. To identify the strengths and weaknesses in student’s educational environment.A cross-sectional study was carried out among first-year medical students. To obtain student perceptions of the educational environment, a widely accepted DREEM questionnaire was employed. The DREEM questionnaire is divided into five sections, each of which has 50 statements that are rated on a five-point Likert scale (0–4). The questionnaire was distributed to consented individuals (n=150) after receiving ethical approval. The filled questions were collected and statistically evaluated. The data were presented as mean and standard deviation, frequency, and percentages. The responses were analyzed and interpreted using McAleer and Roff's practical recommendations.There was a 100% response rate. The average DREEM score was 124.9 ± 50 (62.46%). Among the five DREEM dimensions, students' perceptions of learning received the highest score (65.63%), while students' perceptions of the environment received the lowest (59.31 %).Statements “I have good friends in this college”, “My social life is good” and “I am confident about passing this year” scored ≥ 3 of 4 points.“A more positive than negative perception,” according to the total mean DREEM score. Student confidence, social life, instructor knowledge, encouragement to participate in a teaching session, teacher preparedness, and having excellent friends on campus received the most positive answers. However, there is space for development in areas where there is a lack of expertise, such as student ennui and creative teaching.

The Time Is Now: A Plan to Redesign Family Medicine Residency Education

A new graduate medical education program in family medicine is urgently needed now. We propose an innovative plan to develop community-based, community-owned family medicine residency programs. The plan is founded on five guiding principles in which residencies will (1) transition to independent, community-owned organizations; (2) sustain comprehensiveness and generalism; (3) emphasize collaborative learning and interprofessional education; (4) develop local educators with national guidance; and (5) share resources, responsibilities, and learning. We describe actionable steps to begin the process of transforming residencies and strengthening primary care. As community-based and locally-run organizations, residencies will gain self-determination in how time is allocated, budgets are spent, and teams function. Building on the momentum of the National Academy of Medicine’s 2021 primary care implementation plan and recommendations by family medicine organization leaders, we propose a Decade of Family Medicine Residency Transformation. We encourage individuals and organizations spanning disciplines, health care systems, and communities, to join forces to reimagine and recreate the preparation of outstanding personal physicians dedicated to individual and community health and well-being.

Knowledge awareness and attitude about biomedical waste management among dental care professionals

Background: Health care workers are constantly associated with generation, segregation and disposal of biomedical wastes. Knowledge, attitude and awareness of BMW management among HCWs are the three determinants used to evaluate the effective functioning of BMW management system of the Institution. This study aims to detect the degree of Knowledge, attitude and awareness of BMW management among HCWs in a dental hospital.Methods: This study included 90 HCWs from three groups (dentists, interns, and paramedical staffs), each group comprising of 30 individuals. They were instructed to tick their response in the questionnaire containing 22 questions and were graded as good, average and poor based on individual score.Results: Order of decreasing knowledge and attitude seen among the three groups was dentists followed by interns and paramedical staff. Decreasing order of awareness was postgraduates, interns and laboratory technicians with same score, followed by nurses and sanitary staffs. In our study, 88%, 86.7% and 69.33% of participants had above average KAA values respectively.Conclusions: Doctors and interns had better understanding of BMW management than other Paramedical staff members. Sanitary workers were highly ignorant regarding BMW management. So a continuing medical education program on BMW management should be conducted on yearly basis to train and update newly appointed as well as existing HCWs.

Medical student education through flipped learning and virtual rotations in radiation oncology during the COVID-19 pandemic: a cross sectional research

Background The COVID-19 pandemic has stripped many medical students worldwide of their right to quality education. In response, we developed hybrid courses involving aspects of both online and in-person teaching for radiation oncology medical student clerkship. Methods We entitled students to customize their own rotation schedule using Google Forms and developed a flipped learning online class, which consisted of at least one video clip on basic knowledge of radiation oncology per day (yonsei-radonc.com). Students were instructed to watch online videos before the next day’s discussion session. Required components of the medical education program (e.g., target drawing, site visits to treatment facilities) were also prepared and conducted in accordance with the appropriate level of social distancing measures. Finally, we conducted questionnaire surveys after the completion of the week-long course and clerkship. Results From March to June 2020, 110 fourth-year medical students undertook a clinical module in our 1-week radiation oncology program course. Each day, students completed the flipped learning prior to meeting with the educator and then participated in the online discussion session and conference. All activities were well performed as scheduled. Students’ motivation was high, as was their overall satisfaction with the course. The students were satisfied with the online contents, flipped learning strategy, and instructors. Conclusions We successfully integrated open and virtual educational platforms to improve access to and satisfaction with student clerkship. In the future “new normal,” minimized face-to-face learning interactions, such as flipped learning, should be actively utilized for medical and other students’ education.

Medical Student Education Through Flipped Learning and Virtual Rotations in Radiation Oncology During the COVID-19 Pandemic: A Cross Sectional Research

BackgroundThe COVID-19 pandemic has stripped many medical students worldwide of their right to quality education. In response, we developed hybrid courses involving aspects of both online and in-person teaching for radiation oncology medical student clerkship.MethodsWe entitled students to customize their own rotation schedule using Google Forms and developed a flipped learning online class, which consisted of at least one video clip on basic knowledge of radiation oncology per day (yonsei-radonc.com). Students were instructed to watch online videos before the next day’s discussion session. Required components of the medical education program (e.g., target drawing, site visits to treatment facilities) were also prepared and conducted in accordance with the appropriate level of social distancing measures. Finally, we conducted questionnaire surveys after the completion of the week-long course and clerkship.ResultsFrom March to June 2020, 110 fourth-year medical students undertook a clinical module in our one-week radiation oncology program course. Each day, students completed the flipped learning prior to meeting with the educator and then participated in the online discussion session and conference. All activities were well performed as scheduled. Students’ motivation was high, as was their overall satisfaction with the course. The students were satisfied with the online contents, flipped learning strategy, and instructors.ConclusionsWe successfully integrated open and virtual educational platforms to improve access to and satisfaction with student clerkship. In the future “new normal,” minimized face-to-face learning interactions, such as flipped learning, should be actively utilized for medical and other students’ education.

Current State of the Medical Student Performance Evaluation: A Tool for Reflection for Residency Programs

ABSTRACT Background The Medical Student Performance Evaluation (MSPE) provides important information to residency programs. Despite recent recommendations for standardization, it is not clear how much variation exists in MSPE content among schools. Objectives We describe the current section content of the MSPE in US allopathic medical schools, with a particular focus on variations in the presentation of student performance. Methods A representative MSPE was obtained from 95.3% (143 of 150) of allopathic US medical schools through residency applications to the Zucker School of Medicine at Hofstra/Northwell in select programs for the 2019–2020 academic year. A manual data abstraction tool was piloted in 2018–2019. After training, it was used to code all portions of the MSPE in this study. The results were analyzed, and descriptive statistics were reported. Results In preclinical years, 30.8% of MSPEs reported data regarding performance of students beyond achieving “passes” in a pass/fail curriculum. Only half referenced performance in the fourth year including electives, acting internships, or both. About two-thirds of schools included an overall descriptor of comparative performance in the final paragraph. Among these schools, a majority provided adjectives such as “outstanding/excellent/very good/good,” while one-quarter reported numerical data categories. Regarding clerkship grades, there were numerous nomenclature systems used. Conclusions This analysis demonstrates the existence of extreme variability in the content of MSPEs submitted by US allopathic medical schools in the 2019–2020 cycle, including the components and nomenclature of grades and descriptors of comparative performance, display of data, and inclusion of data across all years of the medical education program.

Knowledge, Attitudes, and Perceptions about Antibiotic Stewardship Programs among Neonatology Trainees

Objective Antibiotic stewardship should be an essential component of neonatology training as neonatal intensive care units (NICU) have unique stewardship needs. Our aim was to assess neonatology fellowship trainees' knowledge, attitudes, and perceptions about antibiotic stewardship to inform sustainable curriculum development. Study Design We distributed an electronic survey to neonatology fellows in the United States over 4 months (January–April 2018) via Accreditation Council for Graduate Medical Education program directors. Results Of 99 programs in the United States with an estimated 700 fellows, 159 (23%) fellows from 52 training programs (53%) responded to the survey and 139 (87%) provided analyzed responses. Majority of respondents were training in southern (59; 42%) and northeastern (43; 31%) regions and were equally spread across all 3 years of training. One hundred (72%) respondents reported an antibiotic stewardship program (ASP) in their institution. While 86% (120/139) were able to identify the components of an ASP, 59% (82/139) either did not or were unsure if they had received antibiotic stewardship training during fellowship.Furthermore, while answering case studies, 124 (89%) respondents identified the optimal antibiotic for methicillin susceptible Staphylococcus aureus (MSSA) infection and 69 (50%) respondents chose appropriate empiric antibiotics for neonatal meningitis. Notably, fellowship training year was not significantly related to the proportion of incorrect knowledge responses (p = 0.40). Most survey respondents (81; 59%) identified small group sessions as the most useful teaching format, while others chose audit and feedback of individual prescribing behavior (52; 38%) and didactic lectures (52; 38%). Finally, ninety-five (69%) respondents preferred trainee-led ASP interventions targeting focal areas such as antifungal and surgical prophylaxis. Conclusion Antibiotic stewardship is a critical part of neonatology training. Neonatology fellows report variation in access to ASP during their training. Fellows prefer dedicated trainee-led interventions and stewardship curriculum taught within small group settings to promote targeted NICU ASP. Key Points

Skin Tightening With Hyperdilute CaHA: Dilution Practices and Practical Guidance for Clinical Practice

Background Over the past several years, hyperdilute calcium hydroxylapatite (CaHA) has emerged as an effective modality for improving skin quality and managing laxity in the face, arms, hands, neck, décolletage, upper arms, abdomen, buttocks, and upper legs, as well as treating cellulite and striae. While undiluted CaHA is used to provide volume, hyperdilute CaHA is distributed across a much larger surface area in a more superficial plane to stimulate neocollagenesis and elastin formation over time. The absence of lymphocytic infiltrates and predominance of type 1 collagen in the tissue response to CaHA make hyperdilute CaHA a valuable tool for nonsurgical skin tightening. Objectives Provide practical step-by-step guidance on patient selection, dilution practices, and optimal injection technique to facilitate incorporation of the technique into clinical practice. Methods Over the course of 3 regional meetings in the United States, 12 expert physician injectors participated in live webinars as part of a continuing medical education program. Results The practical guidance in this manuscript is based upon the most frequently requested information by audience members and the information considered critical for success by the authors. Conclusions The minimally invasive nature of filler injection results in little down time, making this treatment particularly appealing. The recommendations presented are consistent with previously published consensus guidelines on hyperdilute CaHA but are intended to serve as “how-to” guidance from experience of expert injectors who have successfully treated the face and body.

Perceived academic concerns of under graduate medical students: a study of student’s perspective

Background: With the drastic increase in the number of under graduate medical seats in India, the quality of medical education is facing challenges. To address these issues, curricular reforms have been advocated. Medical students are one of the stakeholders and their perceptions regarding medical education system hold a lot of importance.Methods: This study was conducted by the department of community medicine of a premier medical institute of Delhi and involved analysis of 457 feedback forms filled by medical students about their academic concerns and their perceptions about ways to address these concerns. The responses were kept anonymous. They were read several times and were grouped to deduce meaningful information in order to reach an overall understanding.Results: The medical students were concerned about the lengthy curriculum, long duration of lectures, language barrier and inappropriate assessment methods used. Lack of proper time management and recreational facilities were also pointed out. To address these concerns, they suggested some modifications in teaching and assessment methods like shorter and more interactive lectures, more focus on small group interactive teaching, healthier and friendlier teacher-student relationship and less frequent and skill-based assessment.Conclusions: The concerns and suggestions made by students are important and valid. Most of these issues have already been taken up in latest modifications in medical education by Medical Council of India. The competency based medical education program which has been implemented recently has called for major reforms, which are also the felt needs of medical students.