scholarly journals Evaluation of a compulsory reflective group for medical students

2019 ◽  
Vol 11 (3) ◽  
pp. 227 ◽  
Author(s):  
Liza Lack ◽  
Jill Yielder ◽  
Felicity Goodyear-Smith
Keyword(s):  
Medical Students ◽  
Reflection Group ◽  
Clinical Experiences ◽  
Group Discussions ◽  
Essential Condition ◽  
Clinical Scenarios ◽  
Academic Facilitators ◽  
The University ◽  
School Training ◽  
Reflective Group

ABSTRACT INTRODUCTIONThe ability to reflect – reflection – taking time to stop, think and evaluate is an important professional skill to develop. AIMTo evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODSThis was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTSStudents shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour; (ii) meeting difficult clinical scenarios for the first time; and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSIONSelf-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.

scholarly journals Medical Students' Perception of Community-Based Education Research and Services (COBERS) In Mbarara University of Science and Technology.

2021 ◽  
Author(s):  
◽  
Ritah Naali
Keyword(s):  
Education Research ◽  
Medical Students ◽  
Rural Areas ◽  
Science And Technology ◽  
Group Discussions ◽  
Community Based ◽  
Community Based Education ◽  
Mixed Feelings ◽  
Qualitative Descriptive ◽  
The University

Background: The success of the Community Based Education Research and services (COBERS) in Mbarara University of Science and Technology plays a fundamental role in improving the community's health, education, and economics by sharing knowledge obtained from projects and increases the student's interest and participation in research while fulfilling the mission and vision of the university. The Student's perception of the Program contributes to compliance by Students to work in rural areas upon graduation, increases trust from communities, enhances the behavioral change and decreases costs to health departments, and facilitates development and implementation of more effective public health interventions. Most published studies reporting students' perceptions of COBERS are mainly from the developed world and only a few in Africa including Uganda. This report explored the overall Students Perceptions of COBERS at Mbarara University of Science and Technology. Methodology: A qualitative descriptive design was employed. The study involved thirty-three Medical students who were selected by purposive sampling. Data was collected using focused group discussions and analyzed manually to generate themes and subthemes. Results: Four themes emerged from eighteen categories describing Medical Students Perception of COBERS: An opportunity for interactions, the program is challenging, Attainment of skills, and an opportunity for interactions. These Qualitative findings reveal mixed feelings about COBERS. Conclusion: In conclusion, the four themes; An opportunity for interactions, the program is challenging, attainment of skills, an opportunity for translating theory to practice that emerged from eighteen categories were mostly expressions of perceptions of COBERS. These qualitative findings suggest that students' acceptance of COBERS as a requirement for Medical Schools is based on their perception of the expected outcome and the perceived benefits of their contribution to the community. These findings were from five focused group discussions where participants participated voluntarily in the study.

scholarly journals Medical Students’ Perceptions of the Medical Education Learning Environment at the University of Nairobi: II. A Qualitative Study

2021 ◽  
Vol 18 (2) ◽  
pp. 103-108
Author(s):  
Daniel Ojuka ◽  
Faith Aseta ◽  
Beth Githambo ◽  
Brian Wambua
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Educational Environment ◽  
Group Discussions ◽  
Educational Structure ◽  
Education Environment ◽  
The Social ◽  
The University ◽  
Voice Recorder

Background: The educational environment (EE) has a significant influence on effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. A DREEM survey done in early 2019 among medical students at the University of Nairobi highlighted many problems. It was therefore important to explore why such perceptions existed among the medical students. Objectives: To explore medical students’ perceptions ofthe medical education learning environment at the University of Nairobi. Methods: Qualitative focus group discussions (FGD) were held among medical students in years III to VI in groups of between 8and 12students. The discussions were recorded using a Samsung J6 phone voice recorder, transcribed, coded, and analysed for themes until saturation was reached. Results: We held six FGD with medical students in years III to VI and identified four thematic areas: 1) poor educational infrastructure, 2) poor educational structure, 3) teacher-centred teaching, and 4) lack of social support for students in difficulties. Conclusion: Exploring the perceptions of the EE confirmed students have a poor view of the educational environment. The issues raised are good feedback on teaching, governance and the social culture of the institution. Keywords: Learning environment, DREEM, Medical students, Qualitative methods 

Guess Who's Going to Medical School!

1994 ◽  
Vol 15 (1) ◽  
pp. 3-4
Author(s):  
Albert P. Scheiner ◽  
Olle Jane Z. Sahler
Keyword(s):  
Medical Students ◽  
Clinical Problem ◽  
Group Discussions ◽  
Clinical Problem Solving ◽  
Review Articles ◽  
Self Study ◽  
Small Group Discussions ◽  
University Of Massachusetts ◽  
The University ◽  
Record Review

Both Pediatrics in Review (PIR) and CompuPREP are rich resources that can be incorporated into the clinical curricula designed for medical students. Although both are geared to meet the needs of the practicing pediatrician, in our experience they have served as excellent adjuncts to self-study syllabi, lecture presentations, and small group discussions for students, as well. Creative Use of PIR At the University of Massachusetts, the review articles and their associated quizzes, the section entitled "Index of Suspicion," and the Guides for Record Review all have been used for a variety of instructional purposes. The review articles are especially adaptable to seminars using a problem-based or clinical problem-solving model.

scholarly journals The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e96-e103
Author(s):  
Chris R. Alabiad ◽  
Kevin J. Moore ◽  
David P. Green ◽  
Matthew Kofoed ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Group Discussions ◽  
Self Assessment ◽  
Final Exam ◽  
School Of Medicine ◽  
Small Group Discussions ◽  
Second Year ◽  
The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design  The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

scholarly journals COMPLIANCE WITH THE PRINCIPLE OF CONTINUITY AND INTERDEPENDENCE BETWEEN GENERAL AND PROFESSIONAL MEDICAL EDUCATION AS A CONDITION FOR EFFECTIVE TRAINING OF FUTURE DOCTORS

InterConf ◽  
2021 ◽  
pp. 196-200
Author(s):  
O. Ivanchenko ◽  
O. Melnikova ◽  
K. Lurie
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Knowledge ◽  
First Year ◽  
First Semester ◽  
Vital Importance ◽  
Effective Training ◽  
The University ◽  
School Training ◽  
First Year Medical Students

The quality and integrity of training of future specialists of any specialty are ensured by the integration of fundamental and professional knowledge. In medical education, it is of vital importance. With the help of questionnaires, surveys of first-year medical students, to determine their subjective attitude to basic school training in physics, chemistry, biology, mathematics after the first semester of study at the university, as well as to analyze the formation of understanding the integration link "school - fundamental university disciplines - clinical disciplines of the university".

scholarly journals Reflection-based Whole-batch Discussion (RWD) as a Tool for Learning Proficiency Enhancement at Faculty of Medicine, Universiti Sultan Zainal Abidin in Malaysia: Toward Curriculum Development

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Uday Younis HA ◽  
Marwan SA ◽  
Haitham MJ ◽  
Rana Abdulrahman HAM ◽  
Nor Iza AR ◽  
...  
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
Reflective Practice ◽  
Alternative Assessment ◽  
Teaching Strategy ◽  
Assessment Tools ◽  
Collaborative Group ◽  
Group Discussions ◽  
Efficient Alternative ◽  
The University

INTRODUCTION: Different approaches have been endeavoured by medical educationists to produce high[1]standard graduates from medical school, including collaborative group discussions and reflective practice (RP) assignments. The current study aimed to evaluate the outcome of teacher-led whole batch discussion following RP tasks given to the students. The overall teaching approach is referred to as “Reflection-based whole-batch discussion (RWD)”. MATERIALS AND METHODS: One hundred twenty-two medical students who attended the haematology course at the University Sultan Zainal Abidin were recruited into this study over 2 academic years. The first batch of students (n=61) was unexposed to the RWD intervention (RWD-unexposed) while the second batch from the following academic year (n=61) was exposed (RWD-exposed) to the intervention. Students adhered to the guidelines given by the instructor pertaining to the reflective practice (RP) before the sessions. A weekly RWD session was conducted where the instructor-led a dually interactive forum to discuss students’ mistakes and misunderstandings as reflected within their write-ups. Exam results from both RWD-exposed and the RWD[1]unexposed students were compared using the student t-test. RESULTS: The mean scores of students’ results were significantly higher among RWD-exposed students compared to RWD-unexposed students in their essay questions and objective structured practical exam questions (p<0.01). However, RWD-exposed students scored significantly lower than the RWD-unexposed < 0.01). However, RWD-exposed students scored significantly lower than the RWD-unexposed student's group in multiple true and false (MTF) questions. CONCLUSION: Implementing RWD is a promising teaching strategy in improving the academic achievement of medical students especially in answering essay questions. MTF questions format may be an incompetent tool for evaluating the impacts of new teaching strategies and therefore medical educationists recommended efficient alternative assessment tools such as OBA and EMQ for the sake of curriculum development in medical institutes.

scholarly journals MOSAICO, a web platform to design, perform, and assess collaborative clinical scenarios for medical students. (Preprint)

2020 ◽  
Author(s):  
Sergio Guinez-Molinos ◽  
Jaime Gonzalez Díaz ◽  
Carmen Gomar Sancho ◽  
Paulina Espinoza Carrasco ◽  
Gustavo Constenla Scabone
Keyword(s):  
Medical Students ◽  
Collaborative Design ◽  
The Internet ◽  
Functional Requirements ◽  
Educational Design ◽  
Clinical Simulation ◽  
Clinical Scenarios ◽  
The University ◽  
Web Platform ◽  
The Web

BACKGROUND The Collaborative Clinical Simulation (CCS) model is a structured method for the development and assessment of clinical competencies through small groups working collaboratively on simulated environments. From 2016 to date, the CCS model has been applied successfully in undergraduate and graduate medical students from the University of Talca (Chile), the University of Barcelona (Spain), and in the University VIC-Manresa (Spain). All the templates for building the clinical cases and the assessment instruments with CCS were printed on paper. Considering several CCS sessions and the number of participating students that are required throughout the medical degree curriculum, it is impossible to keep an organized record when the instruments are printed on paper. Moreover, with the COVID-19 pandemic, the web-platforms take importance as a safe training environment for students and medical faculties, where the new educational environment should include the consolidation and adaptation of didactic sessions creating and using available virtual cases and using different web-platforms. OBJECTIVE Design and develop a web-platform to strengthen the Collaborative Clinical Simulation model. METHODS The design of the web platform was aimed to support each phase of the CCS by incorporating functional and non-functional requirements needed to run collaborative sessions. The software was developed under the Model-View-Controller architecture to separate the views from the data model and the business logic. RESULTS MOSAICO, a web platform to design, perform, and assess collaborative clinical scenarios for medical students. MOSAICO has four modules: educational design, students’ collaborative design, collaborative simulation, and collaborative debriefing. Three different user profiles: academic simulation unit, teacher, and student. These users interact under different roles in collaborative simulations. MOSAICO enables a collaborative environment (connected by the Internet) to design clinical scenarios guided by the teacher, and use all data generated for discussing in the debriefing session with the teacher as a guide. CONCLUSIONS MOSAICO was implemented and is used frequently in different simulation sessions at the University of Talca, where medical students can work collaboratively connected by the Internet. The web platform supports all the stages of the CCS model, and the teachers use MOSAICO as technological infrastructure to schedule, design, and execute the simulation activities. INTERNATIONAL REGISTERED REPORT RR2-10.1080/0142159X.2016.1248913

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

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