scholarly journals P111 SMILE: Sustaining Medical Education In a Lockdown Environment. Student perceptions of a free online access medical education platform as an adjunct to the traditional undergraduate curriculum during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Student Perceptions ◽  
Undergraduate Curriculum ◽  
University Teaching ◽  
Electronic Survey ◽  
Stress Levels ◽  
Online Access ◽  
Ease Of Access ◽  
Education Platform

Abstract Introduction The coronavirus outbreak has had significant impact on medical students worldwide. SMILE is a free online access medical education (FOAMed) platform. SMILE delivered 200 lectures during lockdown with up to 1400 students per session from both UK medical schools and 33 abroad. Here we discuss student perceptions to SMILE during lockdown Method An electronic survey was used to collect information from students who had utilised the platform during lockdown. This examined access to learning, impact on their mental health during lockdown and the differences between FOAMed and more traditional based campus lecture based learning. Results 1306 students responded to the anonymous survey with 94% of students stating SMILE had been “extremely useful” or “very useful” at supplementing learning during covid. 71% of students stated lockdown had affected their stress levels and 44% reported deterioration in their mental health. >80% felt SMILE improved stress levels by adding structure and providing motivation. Students attended 4.3hours/week of university teaching, vs 7.9hours/week by SMILE. Positives included: anonymity, making 80% more likely to both ask and answer questions, the informal approach, ease of access and enthusiastic teachers. Negatives included time differences and technical issues such as poor Internet. 98% stated they would be interested in future SMILE projects post lockdown Conclusions SMILE addressed challenges identified during an unanticipated transition towards the online provision of medical education on an international scale. Students found SMILE lectures effective, accessible and safe, supporting FOAMed as part of the “new normal” post lockdown

scholarly journals 851 SMILE: Sustaining Medical Education in A Lockdown Environment. Student Perceptions of a Free Online Access Medical Education Platform as An Adjunct to The Traditional Undergraduate Curriculum During Lockdown

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Pascoe ◽  
P Foster ◽  
M Quddus ◽  
A Kosti ◽  
F Guest ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Student Perceptions ◽  
Negative Impact ◽  
Undergraduate Curriculum ◽  
Technical Issues ◽  
Online Access ◽  
Ease Of Access ◽  
Education Platform ◽  
Informal Approach

Abstract Introduction The coronavirus outbreak has had significant impact on medical students worldwide. SMILE is a free online access medical education (FOAMEd) platform. SMILE delivered 200 lectures during lockdown with up to 1400 students per session from UK medical schools and 33 abroad. Here we discuss student perceptions to SMILE during lockdown Method A survey was used to collect information from students who had utilised the platform during lockdown. This examined access to learning, impact on mental health during lockdown and the differences between FOAMed and more traditional based campus lecture-based learning. Results 1306 students responded to the survey. The majority of students were concerned regarding their training during lockdown, with 71% reporting an impact on their stress levels and 44% reporting a negative impact on mental health. On average students attended 4.3hours of teaching put on by their university per week, vs 7.9hours by SMILE. Positives included anonymity, making 80% more likely to both ask and answer questions, the informal approach, ease of access and enthusiastic teachers. Negatives included time differences and technical issues. Conclusions Lockdown provided challenges in medical education, which platforms like SMILE addressed. Our experiences highlighted many positive outcomes of online medical education that may be applicable to other educators.

scholarly journals P110 SMILE: Sustaining Medical Education In a Lockdown Environment. Facilitator perceptions of a free online access medical education platform as an adjunct to the traditional undergraduate curriculum during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Undergraduate Curriculum ◽  
Student Attendance ◽  
Face To Face ◽  
Surgical Trainees ◽  
Large Audience ◽  
Online Access ◽  
The Times ◽  
Education Platform

Abstract Introduction SMILE is a free online access medical education (FOAMed) platform created by UK surgical trainees and a medical student. During lockdown SMILE delivered 200 lectures with student attendance as high as 1400, from both UK and overseas medical schools. We report facilitator perceptions of delivering FOAMEd via SMILE. Method A questionnaire was sent to 77 facilitators covering preconceptions and post-session perceptions of FOAMed. Results 61/77 responses were received from faculty of a range of medical and surgical specialties. Only 38% (23/61) had previously taught online. Engaging a large audience virtually was a common concern and 17% purposely made sessions less interactive than they would have done for face-to-face teaching: 95% (58/61) felt the technology was adequate to deliver sessions. 100% of facilitators appreciated the use of SMILE moderators to help bridge the gap between themselves and the audience 24% (15/61) of facilitators used applications such as mentimeter that they perceived as increasing their connectivity with large audiences. 100% felt that FOAMed would play a central role beyond Covid. Conclusions In the times of Covid, where online medical education is becoming the new normal, we show facilitators feel comfortable with delivering FOAMed. We also discuss how facilitators maximized effectiveness in very large audiences.

scholarly journals P112 SMILE: Sustaining Medical Education In a Lockdown Environment.Using social media to develop a free online access medical education platform during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Online Survey ◽  
Cost Effective ◽  
User Comments ◽  
Surgical Trainees ◽  
Social Media Platforms ◽  
Online Access ◽  
Education Platform

Abstract Introduction SMILE is a free online access medical education (FOAMEd) platform created by two UK surgical trainees and a medical student that delivered over 200 medical lectures during lockdown. Method The role of Social Media in the development of SMILE was interrogated using a survey sent to all SMILE participants and by analysing activity on SMILE social media platforms. Results 1306 students responded to the online survey with 57.2% saying they heard of SMILE through Facebook. Engagement using facebook remained highest with 13,819 members, over 800 user comments and >16,000 user reactions. 4% of the students heard of SMILE through Twitter or Instagram. Facebook analytics revealed the highest level of traffic when lectures were most commonly held suggesting students used Facebook to access lectures. Other educators were able to find SMILE on social media, leading to collaborations with other platforms. Throughout the survey many mentioned how social media created and maintained a community of medical students enhancing group-based learning Conclusions We demonstrate that social media platforms provide popular and cost-effective methods to promote, sustain & deliver medical education for students and educators.

scholarly journals Undergraduate paramedic students' perception of mental health using a pre and post questionnaire

2015 ◽  
Vol 12 (5) ◽  
Author(s):  
Kate Emond ◽  
Susan Furness ◽  
Melissa Deacon-Crouch
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Student Perceptions ◽  
Undergraduate Curriculum ◽  
Health Perceptions ◽  
Perceptions And Attitudes ◽  
Core Subject ◽  
Electronic Questionnaires ◽  
Manage Mental ◽  
Manage Mental Health

IntroductionIt is well recognised that mental illness causes significant morbidity and mortality, and has been identified as a national health priority. Despite this, there is a paucity of research about paramedic student perceptions and attitudes toward those experiencing mental health presentations. The objective of this study was to explore the mental health perceptions of a final year cohort of paramedic students from a regional Victorian university.MethodsFinal year undergraduate paramedicine students enrolled in the core subject Advanced Mental Health Practice were invited to participate in both pre- and post-subject surveys and record their perceptions of mental health using electronic questionnaires. The questionnaires used nine 5-point Likert scale questions and three multiple option questions using declarative statements.ResultsOf the 25 eligible students, 16 completed the pre-subject questionnaire and 12 completed both the pre- and post-subject questionnaires. The results indicated that this cohort held common myths and misconceptions relating to mental health combined with a lack of general knowledge about mental illness and its paramedic management. These perceptions altered following the introduction of the mental health subject.ConclusionThe results suggest that the implementation of a mental health subject into paramedicine undergraduate curriculum has the ability to positively alter perceptions of mental health. This may lead to students acquiring the knowledge and attitudes required to manage mental health presentations.

scholarly journals O7 SMILE: Sustaining Medical education In a Lockdown Environment Can free online access medical education be effective for the retention of long term knowledge acquisition?

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Medical Education ◽  
Large Scale ◽  
Knowledge Retention ◽  
Complete Knowledge ◽  
Surgical Trainees ◽  
Before And After ◽  
Medical Educators ◽  
Online Access ◽  
Education Platform

Abstract Introduction The 2020 coronavirus lockdown lead to medical educators finding new ways to teach. SMILE is a free online access medical education platform created by UK surgical trainees and a medical student that delivered 200 live lectures to students during lockdown, with up to 1500 students from every UK medical school as well as abroad. This study aims to demonstrate line education is an effective tool for knowledge retention. Method Students were invited to participate in three live sessions covering haematuria, bone infections/tumours and endocrine emergencies, in which students complete knowledge assessment over time . Quiz-based polls using zoom were taken before and after each session. After two weeks and again at one month the same quiz questions were sent out to attendees of the lecture. Results 312 students completed all 4 tests. In all three sessions average scores improved post lecture (haematuria 58%-85%; endocrine emergencies 48%-70%; osteomyelitis/bone tumours 40%-77%). At 2 weeks (H 86%; EE 78%; O/BT 75%) and 4 weeks (H 88%; EE 76%; O/BT 69%) scores remained high. Conclusion This study demonstrates that FOAMed is able to engage audiences in a unique way on a large scale with evidence of long-term knowledge retention.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Investigation of depression, anxiety and stress levels of health-care students during COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Obay A. Al-Maraira ◽  
Sami Z. Shennaq
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Self Report ◽  
Negative Effects ◽  
Psychological Counseling ◽  
Cross Sectional ◽  
Content Type ◽  
Health Care Students ◽  
Stress Levels

Purpose This study aims to determine depression, anxiety and stress levels of health-care students during coronavirus (COVID-19) pandemic according to various socio-demographic variables. Design/methodology/approach This cross-sectional study was conducted with 933 students. Data were collected with an information form on COVID- 19 and an electronic self-report questionnaire based on depression, anxiety and stress scale. Findings Findings revealed that 58% of the students experienced moderate-to-extremely severe depression, 39.8% experienced moderate-to-extremely severe anxiety and 38% experienced moderate-to-extremely severe stress. Practical implications Educational administrators can help reduce long-term negative effects on students’ education and mental health by enabling online guidance, psychological counseling and webinars for students. Originality/value This paper is original and adds to existing knowledge that health-care students’ depression, anxiety and stress levels were affected because of many factors that are not yet fully understood. Therefore, psychological counseling is recommended to reduce the long-term negative effects on the mental health of university students.

Geriatric Psychiatry Consultation in the Community

1994 ◽  
Vol 39 (8_suppl) ◽  
pp. 27-33 ◽  
Author(s):  
Paul Stolee ◽  
J. Kenneth Le Clair ◽  
Linda Kessler
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Health Professions ◽  
Target Population ◽  
Geriatric Psychiatry ◽  
Psychiatric Consultation ◽  
Future Directions ◽  
Outreach Services ◽  
Methodological Approaches

While increasing emphasis is being placed on geriatric psychiatry consultation and outreach services, there is considerable variation in terms of the composition and direction of these programs. Programs vary in terms of their objectives, location, target population, use of health professions and other resources and their method of consultation. The purposes of this paper are to review the characteristics of existing programs, to review the needs of the targets of consultation and to consider theoretical and methodological approaches which have been found to be useful in mental health/psychiatric consultation, in continuing medical education, and in program evaluation. On the basis of this review, future directions for effective approaches to consultative outreach in geriatric psychiatry will then be proposed.

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