scholarly journals P103: Emergency medicine as a career choice: what influences medical students throughout their schooling?

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S112-S113
Author(s):  
K.D. Pianosi ◽  
K.F. Hurley
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Undergraduate Students ◽  
Career Counselling ◽  
Major Theme ◽  
Emergency Physicians ◽  
Structured Interviews ◽  
Career Trajectory ◽  
Clinical Exposure ◽  
Realistic View

Introduction: Practicing emergency medicine (EM) involves rapid decision-making in an acute setting, broad knowledge and a strong ability to multi-task. Some medical students find these characteristics attractive, while others find them a deterrent. Previous studies have indicated the range of characteristics that interest undergraduate students. No studies have followed students to assess how attitudes towards EM careers evolve over their schooling. Methods: An open-ended survey of medical students’ career interests was distributed at five data-collection points over the four years of undergraduate training from 1999-2006 at Memorial University. Guided by principles of grounded theory the qualitative data was coded to identify key themes and sentinel quotes. Semi-structured interviews with academic emergency physicians at Dalhousie University were then conducted to assess the relevance of these findings to postgraduate training (in progress). These transcripts were analyzed in the same manner as the longitudinal surveys. Results: 1281 surveys were completed by 540 students, with 758 comments about EM. The biggest drawbacks of EM included lack of patient follow-up and lack of experience in EM; the biggest benefits included variety of cases and patients, congruence with previous life experiences, and elective experiences. One major theme was the Certificant of the College of Family Physicians (CCFP) EM training, as it meant a shorter residency that was more transferrable to rural settings. Lifestyle was a prominent theme, seen as positive by some and negative by others. Emergency physicians commented on students’ naivety, especially relating to media and the nature of the work early in their training. Conclusion: Medical students’ opinions of EM tend to shift throughout their schooling, in particular, the perception of the work. Medical students’ perceptions differ significantly from that of experienced emergency physicians, highlighting the need for a greater degree of mentoring. Perceptions of lifestyle in EM are highly variable amongst students, acting as both a benefit and a drawback. Medical schools may be able to improve clinical exposure and provide more informed career counselling with respect to emergency medicine. Residency program directors can consider these findings during recruitment and interviewing to determine whether students have a realistic view of the specialty and career trajectory.

scholarly journals P142: Perspectives of medical students and undergraduate students on their experience as medical scribes in the Saint John Regional Hospital Emergency Department

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S115-S116
Author(s):  
I. Abelev ◽  
D. Lewis ◽  
J. Fraser ◽  
P. Atkinson
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Medical Profession ◽  
Value Added ◽  
School Curriculum ◽  
Health Care Team ◽  
Direct Access ◽  
Theory Approach ◽  
Medical Terminology ◽  
Structured Interviews

Introduction: Electronic medical records (EMR) have placed increasing demand on emergency physicians and may contribute to physician burnout and stress. The use of scribes to reduce workload and increase productivity in emergency departments (ED) has been reported. This objective of this study was to evaluate the educational and experiential value of scribing among medical and undergraduate students. We asked: “Will undergraduates be willing to scribe in exchange for clinical exposure and experience?”; and, “Should scribing be integrated into the medical school curriculum?” Methods: A mixed-methods model was employed. The study population included 5 undergraduate, and 5 medical students. Scribes received technical training on how to take physician notes. Undergraduate students were provided with optional resources to familiarize themselves with common medical terminology. Scribes were assigned to physicians based on availability. An exit interview and semi-structured interviews were conducted at the conclusion of the study. Interviews were transcribed and coded into thematic coding trees. A constructivist grounded theory approach was used to analyze the results. Themes were reviewed and verified by two members of the research team. Results: Undergraduate students preferred volunteering in the ED over other volunteer experiences (5/5); citing direct access to the medical field (5/5), demystification of the medical profession (4/5), resume building (5/5), and perceived value added to the health care team (5/5) as main motivators to continue scribing. Medical students felt scribing should be integrated into their curriculum (4/5) because it complemented their shadowing experience by providing unique value that shadowing did not. Based on survey results, five undergraduate students would be required to cover 40 volunteer hours per week. Conclusion: A student volunteer model of scribing is worthwhile to students and may be feasible; however, scribe availability, potentially high scribe turnover, and limited time to develop a rapport with their physician may impact any efficiency benefit scribes might provide. Importantly, scribing may be an invaluable experience for directing career goals and ensuring that students intrinsically interested in medicine pursue the profession. Medical students suggested that scribing could be added to the year one curriculum to help them develop a framework for how to take histories and manage patients.

scholarly journals Career Mentoring in Higher Education: Students’ Perceptions and Experiences

2020 ◽  
Vol 4 (2) ◽  
pp. 35-53
Author(s):  
Daniela Dumulescu ◽  
Diana Maria Sarcă ◽  
Constantin Valer Necula
Keyword(s):  
Emerging Adults ◽  
Undergraduate Students ◽  
Personal Resources ◽  
Trajectory Data ◽  
Structured Interviews ◽  
Career Trajectory ◽  
Self Reflection ◽  
Positive Effects ◽  
Life Challenges ◽  
Career Construction Theory

Nowadays, the process of building the career of emerging adults is embedded in the need for meaningful paths, connection, creativity and autonomy. Thus, the support services universities offer for students should incorporate subjective aspects of individual experiences such as targeting relevant goals, building meaningful learning experiences, promoting personal resources of adaptability. One of the most effective mechanism for positively influencing students’ career paths is mentoring, by helping them to successfully face the academic and life challenges and to build meaningful careers. The current study aims to investigate perceptions and experiences of seven undergraduate students, in order to understand the mentoring role in the development of a calling orientation in their career trajectory. Data was collected through one-to-one semi-structured interviews and thematic analysis was conducted. The findings revealed a mentoring approach that includes a career construction theory and calling-infused elements has positive effects on self-reflection, self-knowledge, proactive experiences and behaviours that maintain and strengthens the perception of the presence of calling. In other words, the support of a mentor facilitates the activation of personal resources and values the self-directed career oriented towards individualized results in the context of an uncertain and dynamic work environment.

Telegram Education for Surgical Learning and Application (TESLA): An exploratory study (Preprint)

2021 ◽  
Author(s):  
Marcus Khai Siang Soon ◽  
Laura Martinengo ◽  
Junde Lu ◽  
Lorainne Tudor Car ◽  
Clement Luck Khng Chia
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Surgical Education ◽  
Multiple Choice Questions ◽  
Structured Interviews ◽  
Clinical Exposure ◽  
Online Social Media ◽  
Social Media Platforms ◽  
Surgery Education

BACKGROUND The COVID-19 pandemic disrupted medical education, shifting a huge portion of learning online. Social media platforms have long been well-integrated into medical education. However, Telegram’s role in medical education remains relatively unexplored. A Telegram channel titled “Telegram Education for Surgery Learning and Application (TESLA)” focusing on General Surgery education was created to supplement medical students’ learning. It encompassed weekly multiple-choice questions and resources such as illustrations and journal articles. OBJECTIVE This study explored students’ experience of TESLA and their views on the role of messaging apps in medical education. METHODS We invited thirteen medical students from Lee Kong Chian School of Medicine, Singapore who were in the TESLA channel for at least a month to participate in individual semi-structured interviews. The interviews were conducted via video conference using an interview guide. Interviews were transcribed and analysed by two researchers using inductive thematic content analysis. RESULTS Three themes were identified: (1) Learning as a medical student, (2) The role of mobile learning in medical education and (3) TESLA for surgical education. Students shared that pandemic-related safety measures such as reduced clinic allocations and the inability to cross between wards led to a decrease in clinical exposure. Students used a variety of messaging and study apps to aid their medical education. Telegram was preferred over other messaging apps. Concerning the use of TESLA, students felt that the questions were clinically relevant and of appropriate difficulty. Students offered suggestions for improvement relating to the organization, content and format of TESLA. CONCLUSIONS Medical students found TESLA useful as a supplementary learning instrument in surgical education. They were supportive of integrating TESLA into formal undergraduate education and using Telegram as an educational tool in other areas of medicine. In line with our findings, we outlined recommendations for the use of Telegram in medical education.

The perspective of our future doctors towards organ donation: a national representative study from India

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Madhur Verma ◽  
Priyanka Sharma ◽  
Sneha Ranjan ◽  
Soumya Swaroop Sahoo ◽  
Ramnika Aggarwal ◽  
...  
Keyword(s):  
Medical Students ◽  
Organ Donation ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Clinical Exposure ◽  
Representative Study ◽  
The Face ◽  
Self Administered Questionnaire

AbstractIntroductionTimely donation of organs has helped many get a new life. But in India, the pace of Organ Donation and Transplant (ODT) has been disturbingly sluggish. There is a wide gap between patients who need transplants and the organs that are available in India. Doctors can play a pertinent role in decreasing this gap. Therefore, the present study was done to assess the knowledge, attitude, and perception of the medical students in India regarding Organ Donation (OD).Material and MethodsA cross-sectional study was carried out among the undergraduate students (n=1463) in 10 different medical colleges across the country. Data were collected electronically through Google forms by using a pre-designed, semi-structured, self-administered questionnaire.ResultsAbout 65% of students had a positive attitude regarding ODT. Most of the students acknowledged that Internet sources (57.7%) and print media (46.5%) played a significant role in their awareness. 83% of the students felt that there is a need for effective laws to regulate the process of ODT. It was encouraging that most of the students (69.6%) were not biased for the type of recipients for the organ.ConclusionIn the face of acute shortage of donated organs in India, the medical students can be the torchbearers of a positive change. Topics on ODT should be stressed in the initial years and during the early clinical exposure through rapid implementation of the revised Medical curriculum. They can motivate the general public and patients during their routine interactions to make this idea more accessible and acceptable.

scholarly journals P073: The GridlockED board game: using serious games for medical education

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S82-S83
Author(s):  
S. Y. Huang ◽  
P. Sneath ◽  
D. Tsoy ◽  
J. Rempel ◽  
M. Mercuri ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Serious Games ◽  
Patient Flow ◽  
Demographic Data ◽  
Real Life ◽  
Teaching Tool ◽  
Board Game ◽  
Emergency Physicians

Introduction: The management of patient flow in the emergency department (ED) is crucial for the practice of emergency medicine (EM). However, this skill is difficult to teach didactically and is learned implicitly in the latter half of residency training. To help expedite the learning process, we developed the GridlockED board game as an educational tool to simulate ED patient flow. By having junior medical trainees play this game, we believe that they will develop a greater understanding of patient flow and resource management in the ED. Additionally, since GridlockED is a cooperative game, players may also benefit by improving their communication and teamwork skills. Methods: GridlockED was developed over twenty months of iterative gameplay and review. Feedback from attending emergency physicians, residents, and medical students was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Emergency medicine nurses, physicians and residents at McMaster University were recruited to play GridlockED. Each player completed a pre-survey to collect demographic data and to assess their prior experience with playing board games. All play sessions were recorded for data collection purposes. Following each game session, a member of the research team conducted an exit interview with the players to gather information about their play experience and the educational value of the game. A post-survey was also sent to each participant for further feedback. Results: Eighteen gameplay sessions were conducted from June to August 2017. A total of thirty-two participants played the game (13 emergency physicians, 15 residents, and four nurses). Overall responses to the post-gameplay survey showed that players endorsed GridlockED as a useful potential teaching tool (75%, n=24/32) and the majority felt that it had the potential to improve patient flow in the ED (56%, n=18/32). Most participants found that the game was easy to play (91%, n=27/29), and that the instructions were clear (87.5%, n=28/32). Respondents also felt that the game reflected real life scenarios (56%, n=18) and that cases reflected the types of patients that they saw in the ED (78%, n=25). Conclusion: Our results have shown an overall positive response to GridlockED, with most participants supporting it as both an engaging board game and potential teaching tool. We believe that future studies with larger sample sizes and medical students will further validate the use of serious games in medical education.

scholarly journals LO13: GridlockED: an emergency medicine game and teaching tool

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S31-S32
Author(s):  
P.E. Sneath ◽  
D. Tsoy ◽  
J. Rempel ◽  
M. Mercuri ◽  
A. Pardhan ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Patient Flow ◽  
Real Life ◽  
Incident Management ◽  
Teaching Tool ◽  
Board Game ◽  
Emergency Physicians ◽  
The Hours ◽  
Game Board

Introduction/Innovation Concept: In the controlled chaos of the emergency department (ED) it can be difficult for medical trainees similarly recognize that there is definite order to the chaos, and many may never truly appreciate its complexity. How should medical learners develop this skill? Didactic teaching cannot effectively portray the complexities of managing the ED. Much like education in cardiac arrest, trauma, and multi-casualty incident management, it is our belief that the management of patient flow through the ED is best learned through simulation. Thus, we developed GridlockED, a board game that requires players to work cooperatively to manage a simulated ED to win the game. Methods: GridlockED development took place over a six-month period during which iterative cycles of gameplay and redevelopment were used to optimize game mechanics and improve player engagement. The patient cases were created by medical students (PS, DT, JR) and subsequently reviewed for content validity by two attending emergency physicians (TC, AP). Input from attending emergency physicians, residents, medical students, and laypeople was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Curriculum, Tool, or Material: Our game includes: 1) The game board; 2) Patient cards, which describe a patient, their level of acuity, and the tasks that must be completed in order to disposition the patient; 3) Event cards, which cause random positive or negative events to occur-much like random events occur in real life that change the dynamics of the ED; 4) Game Characters, which move around the board to denote where tasks are being completed; 5) A tracking sheet to follow how many tasks each character has performed in each turn; 6) A shift-time clock, which is used to track the ‘hours’ of your shift; 7) A ‘Gridlock counter’, which tracks how many ED backups or adverse patient outcomes occur (‘Gridlocks’). The goal of the game is to work cooperatively with your teammates to complete patient tasks and move patients through the ED to an ultimate disposition (e.g. admission, discharge). The game is won if you finish your shift before reaching the maximum number of ‘Gridlocks’ allowed. Conclusion: Initial responses to GridlockED have been very positive, supporting it as both an engaging board game and potential teaching tool. We are excited to see it validated through research trials and possibly incorporated into emergency medicine training at both student and postgraduate training levels.

scholarly journals Are medical students in prehospital care at risk of moral injury?

2018 ◽  
Vol 35 (10) ◽  
pp. 590-594 ◽  
Author(s):  
Esther Murray ◽  
Charlotte Krahé ◽  
Danë Goodsman
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Protective Factor ◽  
Prehospital Care ◽  
Medical Knowledge ◽  
Moral Injury ◽  
London School ◽  
Moral Code ◽  
Post Traumatic Stress ◽  
Structured Interviews

BackgroundThe term ‘moral injury’ may be useful in conceptualising the negative psychological effects of delivering emergency and prehospital medicine as it provides a non-pathological framework for understanding these effects. This is in contrast to concepts such as burnout and post-traumatic stress disorder which suggest practitioners have reached a crisis point. We conducted an exploratory, pilot study to determine whether the concept of moral injury resonated with medical students working in emergency medicine and what might mitigate that injury for them.MethodsStructured interviews and focus groups were carried out with medical students involved in the delivery of prehospital and emergency medicine. The study was carried out at Barts and the London School of Medicine and Dentistry in May and June 2017. The data were analysed using theoretically driven thematic analysis.ResultsConcepts of moral injury such as witnessing events which contravene one’s moral code, especially those involving children, or acts of violence, resonated with the experiences of medical students in this study. Participants stated that having more medical knowledge and a clear sense of a job to do on scene helped reduce their distress at the time. While social support was a protective factor, not all students found the process of debrief easy to access or undergo, those with more established relationships with colleagues fared better in this regard.ConclusionsThe term moral injury is useful in exploring the experience of medical students in emergency medicine. More effort should be made to ensure that students effectively access debrief and other support opportunities. It is hoped that future work will be undertaken with different professional groups and explore the potential psychological and neuropsychological impact of witnessing trauma.

SUSTAINING FAMILY ROUTINES AFTER TRANSITIONING INTO PARENTHOOD: COUPLES’ PERCEPTIONS OF ASSISTING FACTORS

2016 ◽  
Vol 28 (1) ◽  
pp. 3-17
Author(s):  
Christine De Goede ◽  
Abraham P Greeff
Keyword(s):  
Low Income ◽  
Transition To Parenthood ◽  
Specific Problem ◽  
Family Members ◽  
Major Theme ◽  
Structured Interviews ◽  
Theory Analysis ◽  
Family Routines ◽  
Temporal Complexity ◽  
Context Specific

The aim of this qualitative study was to explore what assists couples in sustaining family routines after the transition to parenthood. Participants were recruited from two day-care centres in Cape Town, South Africa. In-depth, semi-structured interviews were conducted with 10 couples, mostly from low-income households, who had gone through this transition between one and four years previously. Grounded theory analysis revealed one major theme, Factors that decrease task and temporal complexity, with seven subthemes: Support from the wider family network; Couple cooperation and tag-teaming; Planning and pre-empting future problems; Adhering to schedules; Facilitative characteristics and skills of individual family members; Parents’ sense of commitment and responsibility towards family members; and idiosyncratic accommodations. Results underscore the need for professionals to help parents gain support from relatives; strengthen partner teamwork; foster schedule consistency; improve skills such as planning; foster their caretaker self-concepts; and facilitate context-specific problem-solving.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

Trend of Regular Voluntary Blood Donation and its Associated Factors in Karachi - A Comparative Analysis of Medical and Non-medical Undergraduate Students

2020 ◽  
Author(s):  
Nazish Jaffar
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Blood Donation ◽  
Statistical Significance ◽  
Study Groups ◽  
Medical Group ◽  
Cross Sectional ◽  
Blood Donations ◽  
Medical Undergraduate ◽  
Donated Blood

Background: Regular voluntary unpaid blood donation assures safe blood supply in association with minimum infection transmission. The purpose of this study was to identify the frequency of regular voluntary blood donation and to evaluate the causes of donating blood as well as factors impeding blood donations among the medical and nonmedical students of Karachi. Methods: A comparative cross sectional study was conducted among medical and nonmedical students of JSMU and NED University respectively from May to October 2018. Sample size was 272 including 137 medical and 135 non-medical students. Data was analyzed using SPSS version 22.0. Chi-square test of independence/ Fischer’s exact test were applied to assess statistical significance. Result: In medical group 5/21(23.8%) voluntary regular donors were recorded. In non-medical group, voluntary regular donors were found to be 8/30 (26.6%) (p>0.00). Medical students most commonly 15/21 (71.4%) donated blood voluntarily in a camp while non-medical participants frequently donated blood as replacement donors 13/30 (43.3%) (p>0.00). Major hindering factor for blood donation in both study groups was non-participation in blood donation derives i.e. 66/116 (56.8%) in medical and 53/105 (50.4%) in non-medical groups respectively. Anemia, 20/116 (17.2%) in medical and 15/105 (14.2%) in nonmedical students was the second major cause of not donating blood. Conclusion: The frequency of regular voluntary blood donations is very low among undergraduates. However, comparatively, the trend is slightly higher among non-medical group. The major hindrance in not donating blood was non-participation in blood donating derives.

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