scholarly journals Assessment of genetics knowledge and skills in medical students: Insight for a clinical neurogenetics curriculum

2011 ◽  
Vol 39 (3) ◽  
pp. 191-195 ◽  
Author(s):  
Phillip L. Pearl ◽  
Jennifer M. Pettiford ◽  
Susan E. Combs ◽  
Ari Heffron ◽  
Sean Healton ◽  
...  
Keyword(s):  
Medical Students ◽  
Knowledge And Skills ◽  
Genetics Knowledge

scholarly journals Retention of medical genetics knowledge and skills by medical students

2009 ◽  
Vol 11 (5) ◽  
pp. 365-370 ◽  
Author(s):  
Anne E Greb ◽  
Simone Brennan ◽  
Lori McParlane ◽  
Renee Page ◽  
Patrick D Bridge
Keyword(s):  
Medical Students ◽  
Medical Genetics ◽  
Knowledge And Skills ◽  
Genetics Knowledge

scholarly journals Uso da simulação no ensino da anestesiologia em escola de medicina

2018 ◽  
Vol 28 (1) ◽  
pp. 28348
Author(s):  
Régis Borges Aquino ◽  
Maria Cristina Smania
Keyword(s):  
Medical Students ◽  
Rio Grande ◽  
Clinical Settings ◽  
Rio Grande Do Sul ◽  
Knowledge And Skills ◽  
Catholic University ◽  
Real Risk ◽  
Clinical Scenarios ◽  
Real Patients ◽  
De Medicina

AIMS: To report the experience with teaching of anesthesiology to medical students in a practical and interactive way, using simulators in clinical scenarios of anesthesia with predetermined tasks.EXPERIENCE REPORT: In the Medical School of the Pontifical Catholic University of Rio Grande do Sul simulated clinical settings are used in general anesthesia and anesthetic blockage teaching. Complete equipment and drugs specific to each simulation are available. Students have direct performance in the simulator to perform in the presented situations. For each conduct, choice of drugs and doses required, filming are performed with the purpose of fixing and improve knowledge.CONCLUSIONS: Medical teaching of anesthesiology with the use of simulators tends to be increasingly used, since it inserts the student in simulated situations close to the reality of the anesthetic process, in an interactive and attractive way without the real risk. Clinical situations of anesthesia or complications can be repeated until the fixation of knowledge and skills, before facing a situation with real patients.

scholarly journals Impact of culinary medicine elective on medical students’ culinary knowledge and skills

2018 ◽  
Vol 31 (4) ◽  
pp. 439-442 ◽  
Author(s):  
Sarah S. Jaroudi ◽  
William S. Sessions ◽  
Victoria S. Wang ◽  
Jessica L. Shriver ◽  
Anuradha S. Helekar ◽  
...  
Keyword(s):  
Medical Students ◽  
Knowledge And Skills ◽  
Culinary Medicine ◽  
Culinary Knowledge

scholarly journals Preseason Pediatrics: an Interactive Preclinical Curriculum Enhances Knowledge and Skills in Medical Students

2019 ◽  
Vol 29 (1) ◽  
pp. 233-239 ◽  
Author(s):  
Benjamin M. Laitman ◽  
Alefiyah Malbari ◽  
Suzanne Friedman ◽  
Scott Moerdler ◽  
Samuel Kase ◽  
...  
Keyword(s):  
Medical Students ◽  
Knowledge And Skills ◽  
Preclinical Curriculum

scholarly journals Preparing medical students for a pandemic: a systematic review of student disaster training programmes

2020 ◽  
pp. postgradmedj-2020-137906 ◽  
Author(s):  
James Ashcroft ◽  
Matthew H V Byrne ◽  
Peter A Brennan ◽  
Richard Justin Davies
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Disaster Preparedness ◽  
Training Programme ◽  
Disaster Medicine ◽  
Knowledge And Skills ◽  
Training Approach ◽  
Post Test ◽  
Training Programmes ◽  
Disaster Training

ObjectiveTo identify pandemic and disaster medicine-themed training programmes aimed at medical students and to assess whether these interventions had an effect on objective measures of disaster preparedness and clinical outcomes. To suggest a training approach that can be used to train medical students for the current COVID-19 pandemic.Results23 studies met inclusion criteria assessing knowledge (n=18, 78.3%), attitude (n=14, 60.9%) or skill (n=10, 43.5%) following medical student disaster training. No studies assessed clinical improvement. The length of studies ranged from 1 day to 28 days, and the median length of training was 2 days (IQR=1–14). Overall, medical student disaster training programmes improved student disaster and pandemic preparedness and resulted in improved attitude, knowledge and skills. 18 studies used pretest and post-test measures which demonstrated an improvement in all outcomes from all studies.ConclusionsImplementing disaster training programmes for medical students improves preparedness, knowledge and skills that are important for medical students during times of pandemic. If medical students are recruited to assist in the COVID-19 pandemic, there needs to be a specific training programme for them. This review demonstrates that medical students undergoing appropriate training could play an essential role in pandemic management and suggests a course and assessment structure for medical student COVID-19 training.RegistrationThe search strategy was not registered on PROSPERO—the international prospective register of systematic reviews—to prevent unnecessary delay.

Urology boot camp for medical students: improving knowledge and confidence in preparation for clinical practice

2020 ◽  
pp. 205141582097530
Author(s):  
Ricky Ellis ◽  
Clare Ellerington ◽  
Mei-Ling Henry
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Teaching Hospital ◽  
Boot Camp ◽  
British Association ◽  
Junior Doctors ◽  
Practical Skills ◽  
Level Of Evidence ◽  
Knowledge And Skills

Objectives: Undergraduate exposure to urology is limited and junior doctors often feel underprepared for managing urological problems. We therefore established a one-day urology teaching course which covered the entire British Association of Urological Surgeons curriculum. Methods: Graduates of a teaching hospital undertook a survey regarding their practical skills and knowledge in urology ( n=20), with responses compared to a sample of students who attended the boot camp ( n=24). Results: Forty per cent of graduates thought they knew most of the curriculum and 0% knew the entire curriculum, increasing to 79.4% and 8.3%, respectively, in the post-boot camp cohort. Forty per cent felt ‘mostly prepared’ for final examinations, increasing to 70.8%; 35% rated their knowledge as ‘good’, increasing to 50%, with a further 12.5% feeling it was ‘excellent’; 0% were ‘very confident’ in examination skills, increasing to 20.8%. One hundred per cent of students thought the boot camp helped in preparation for medical finals, 70.8% felt it better prepared them for foundation training. All course candidates thought the course increased their knowledge and skills in urology. Conclusion: This urology boot camp improves medical students’ skills and knowledge. This course would benefit medical students nationally, providing comprehensive, standardised training in urology and preparing students for final examinations and foundation years. Level of evidence: Not applicable.

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