scholarly journals Using ultrasound to teach medical students cardiac physiology

2015 ◽  
Vol 39 (4) ◽  
pp. 392-396 ◽  
Author(s):  
Floyd E. Bell ◽  
L. Britt Wilson ◽  
Richard A. Hoppmann
Keyword(s):  
Medical Students ◽  
Visual Learning ◽  
Posttest Score ◽  
Faculty Members ◽  
Cardiac Physiology ◽  
Anatomy And Physiology ◽  
Anonymous Questionnaire ◽  
Objective Evidence ◽  
Hands On ◽  
The Mean

Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac physiology. In this study, 20 medical students took a pretest to assess their background knowledge of cardiac physiology. Next, they acquired ultrasound video loops of the heart. Faculty members taught them nonelectrical aspects of cardiac physiology using those loops. Finally, students took a posttest to evaluate for improvements in their knowledge. Students also completed an anonymous questionnaire about their experience. The mean pretest score was 4.8 of 9 (53.3%). The mean posttest score was 7.35 of 9 (81.7%). The mean difference was significant at P < 0.0001. Student feedback was very positive about the ultrasound laboratory. Ninety-five percent of the students agreed or strongly agreed that the ultrasound laboratory was a valuable teaching tool and that it improved their understanding of cardiac physiology. All students agreed or strongly agreed the laboratory was helpful from a visual learning standpoint. A hands-on ultrasound laboratory can indeed help medical students learn the nonelectrical components of cardiac physiology.

scholarly journals Medical Students' Perception of Residents as Teachers: Comparing Effectiveness of Residents and Faculty During Simulation Debriefings

2012 ◽  
Vol 4 (4) ◽  
pp. 486-489 ◽  
Author(s):  
Dylan D. Cooper ◽  
Adam B. Wilson ◽  
Gretchen N. Huffman ◽  
Aloysius J. Humbert
Keyword(s):  
Medical Students ◽  
Faculty Members ◽  
Dash Score ◽  
Indiana University ◽  
Faculty Evaluations ◽  
School Of Medicine ◽  
Case Type ◽  
Simulation Session ◽  
The Mean ◽  
Residents As Teachers

Abstract Background Simulation can enhance undergraduate medical education. However, the number of faculty facilitators needed for observation and debriefing can limit its use with medical students. The goal of this study was to compare the effectiveness of emergency medicine (EM) residents with that of EM faculty in facilitating postcase debriefings. Methods The EM clerkship at Indiana University School of Medicine requires medical students to complete one 2-hour mannequin-based simulation session. Groups of 5 to 6 students participated in 3 different simulation cases immediately followed by debriefings. Debriefings were led by either an EM faculty volunteer or EM resident volunteer. The Debriefing Assessment for Simulation in Healthcare (DASH) participant form was completed by students to evaluate each individual providing the debriefing. Results In total, 273 DASH forms were completed (132 EM faculty evaluations and 141 EM resident evaluations) for 7 faculty members and 9 residents providing the debriefing sessions. The mean total faculty DASH score was 32.42 and mean total resident DASH score was 32.09 out of a possible 35. There were no statistically significant differences between faculty and resident scores overall (P  =  .36) or by case type (Ptrauma  =  .11, Pmedical  =  .19, Ppediatrics  =  .48). Conclusions EM residents were perceived to be as effective as EM faculty in debriefing medical students in a mannequin-based simulation experience. The use of residents to observe and debrief students may allow additional simulations to be incorporated into undergraduate curricula and provide valuable teaching opportunities for residents.

An Audit on Mentor-Mentee Program: Mentees Perceptions on Mentors

2021 ◽  
Vol 20 (4) ◽  
pp. 840-847
Author(s):  
Jamaluddin Zainol ◽  
Abdus Salam
Keyword(s):  
Medical Students ◽  
Response Rate ◽  
Medical Science ◽  
Reflective Writing ◽  
Faculty Members ◽  
Point Scale ◽  
Behavioral Skills ◽  
University College ◽  
The Mean ◽  
One Year

Introduction: Mentor-mentee program is essential for mentees’ development. The objective of this paper was to investigate mentees’ perceptions on their mentors. Methods: A questionnairesurvey among all-50 clinical-medical students who mentored by 16 faculty members at Widad University College(WUC)Malaysia, was conducted in 2019.A standardized-questionnaire that examined the mentorship-roles, communication-frequencies, mentor-mentee-relationships and mentoring-effectiveness was used. Relationship was measured by a 4-point scale against each of satisfaction, importance, support, and impact while effectiveness was measured using 0-5 scale on 11-behavioral-skills. Results: Response rate was 92%; only 17% mentees perceived, their mentors played all five mentorship-roles while 30% played only one role. Though 41% mentees had ≥6 communications per-semester with mentors, one year-5 mentee had no-communication at all. Over 16 mentor-mentee relationship and 55 mentoring-effectiveness scores, the mean relationship and effectiveness score was 12.03(75%) and 37.45(72%) respectively. Mentees expected more communication-sessions and their contributions to be acknowledged. Conclusion: Mentor-mentee program at WUC revealed 75% and 72% respectively in mentormentee- relationship and mentoring-effectiveness, which is good. However, faculty needs to play more mentorship-roles and acknowledged mentees’ contributions. Addition of portfolio and reflective-writing in the curriculum will benefits in monitoring mentees’ development. Educational managers should pay attention to this and adequate training of mentors to fulfil the mentees’ needs. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.840-847

scholarly journals 511 Organising A Surgical Conference During The COVID-19 Pandemic – Is It ‘Virtually’ The Same?

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
Y Hashmi ◽  
M A Sahu ◽  
K Hatt ◽  
S Osman ◽  
Z A Bhuiyan ◽  
...  
Keyword(s):  
Medical Students ◽  
Healthcare Professionals ◽  
Lower Cost ◽  
Undergraduate Curriculum ◽  
Mixed Response ◽  
Anonymous Questionnaire ◽  
Viable Solution ◽  
Hands On ◽  
Strongly Agree ◽  
Oral Presentations

Abstract Introduction Surgical conferences are invaluable events for healthcare professionals; they provide opportunities to engage with upcoming scientific discoveries, network professionally with peers as well as expand learning through lectures and workshops. For medical students, conferences provide an opportunity to expand understanding beyond the undergraduate curriculum in an interactive manner. COVID-19 has caused disruption to the organisation and attendance of in-person conferences (IPCs). Virtual conferences (VCs) offer a viable solution, allowing delegates to attend from the comfort of their own homes. Method The aim of our study was to evaluate an organised VC and explore the perceived benefits and limitations of VCs compared to IPCs. A virtual one-day trauma & orthopaedics (T&O) conference was organised involving lectures, workshops, poster, and oral presentations. Anonymous questionnaire forms were distributed to delegates following the conference to assess the aims of our paper. Results From 106 responses, 96.2% rated the conference as ‘Excellent’ or ‘Good’ with 92.5% stating that it increased their passion for T&O surgery. Based on a five-point Likert scale (5= strongly agree, 1= strongly disagree), mean score of agreement for preferring VCs to IPCs was 3.30(± 1.24). Key advantages of the VC were a lower cost (70.8%) and not having to travel (77.4%), whereas the main limitation was the inability to participate in hands-on workshops (84.9%). Conclusions Despite the success of our VC, delegate feedback indicates a mixed response comparing VCs to IPCs. We share our findings to encourage similar events to be organised and for other specialties.

scholarly journals Teaching the microscopic examination of urine sediment to second year medical students using the Urinalysis-Tutor computer program

1998 ◽  
Vol 44 (8) ◽  
pp. 1692-1700 ◽  
Author(s):  
Carla Phillips ◽  
Paul J Henderson ◽  
Lynn Mandel ◽  
Sara Kim ◽  
Doug Schaad ◽  
...  
Keyword(s):  
Medical Students ◽  
Computer Program ◽  
Microscopic Examination ◽  
Posttest Score ◽  
T Test ◽  
Pretest Score ◽  
Urine Sediment ◽  
The Mean ◽  
Second Year ◽  
Paired T Test

Abstract The microscopic examination of urine sediment is a common diagnostic tool taught to medical students, medical technologists, and others. The urine microscopic exam is difficult to teach because supervised instruction and textbook-based teaching suffer from numerous drawbacks. Here, we describe Urinalysis-Tutor, a computer program that uses digitized microscope images and computer-based teaching techniques to systematically teach the urine microscopic exam. In addition, we report the results of a 2-year study that evaluated the effectiveness of the program in 314 second year medical students who were required to use the program. The program contained two, 20-question exams. In the first year of the study (1996), one of the exams was chosen as the pretest and the other as the posttest; the pretest had to be completed before the students viewed the contents of the program, and the posttest was taken after finishing the tutorial. In 1997, the order of the two exams was reversed. In 1996, 159 students completed the study. The mean pretest score was 34% (SD, 14%), the mean posttest score was 71% (SD, 13%), and the improvement was significant (P &lt;0.001, paired t-test). In 1997, 155 students participated. The mean pretest score was 41% (SD, 11%), the mean posttest score was 71% (SD, 13%), and the improvement was significant (P &lt;0.001, paired t-test). The study shows that Urinalysis-Tutor helps medical students learn to interpret the microscopic appearance of urine sediment and that it is feasible to implement this tutorial in a medical school class.

scholarly journals Assessment of self-efficacy and academic performance of medical students

2020 ◽  
Vol 7 (6) ◽  
pp. 2169
Author(s):  
Manoj Kumar Saxena ◽  
Anshuman Sharma
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
Cross Sectional ◽  
Professional Students ◽  
Medical College ◽  
Key Factor ◽  
The Mean ◽  
Academic Self Efficacy

Background: In present scenario academic self-efficacy is an important key factor to assess academic progress among students, so that their outcome in exams can be enhanced. The aim of this study was to assess academic self-efficacy among medical students according to present curriculum.Methods: This was a cross sectional study conducted among 120 students of Shyam Shah Medical College, Rewa (MP). Samples were selected from exam going students of third professional examination, either current batch or detained batch. A self-administrated, structured questionnaire was developed to collect data from the undergraduates. Assessment according to objective questions from their current syllabus was done to assess academic self-efficacy, the study adapted the questions framed by faculty members of third professional students. 200 questions from all the subjects of third year were included. Data were collected and data analysis was done by applying proper statistical tests.Results: The mean academic self-efficacy in boys was 76.03. Maximum marks obtained were 178/200 among boys and 189/200 among girls. The mean scores of all students were not significantly associated with mean scores from their academic session in college.Conclusions: The findings of this study indicate that more aged students have less academic self-efficacy as compared to their younger batch mates. Females and males were equally sincere in terms of their academic efficacy. Study pattern of medical students is curriculum based.

Ultrasound education for medical students using e-learning and self-directed hands-on training

2016 ◽  
Vol 37 (S 01) ◽  
Author(s):  
N Stauffert ◽  
D Hempel ◽  
J Schleifer ◽  
F Recker ◽  
T Schröder ◽  
...  
Keyword(s):  
Medical Students ◽  
Ultrasound Education ◽  
Hands On ◽  
E Learning

State Medical Board Disciplinary Hearings as Tools for Teaching Professionalism in Medical Education

2011 ◽  
Vol 97 (3) ◽  
pp. 8-12
Author(s):  
Onelia G. Lage ◽  
Sydney F. Pomenti ◽  
Edwin Hayes ◽  
Kristen Barrie ◽  
Nancy Baker
Keyword(s):  
Medical Students ◽  
Ethics Education ◽  
Faculty Members ◽  
Specific Method ◽  
Pilot Studies ◽  
Medical Board ◽  
Medical Institutions ◽  
State Medical Boards ◽  
State Medical Board ◽  
The Impact

ABSTRACT This article proposes a partnership of state medical boards with medical schools to supplement professionalism and ethics education for medical students, residents, physicians and faculty members of medical institutions. The importance of professionalism has been recognized by several studies, but a specific method of teaching and developing professionalism has yet to emerge. Studies suggest that there is an association between a lack of professionalism in medical school and future disciplinary actions by medical boards. However, there has been little collaboration between these institutions in addressing unprofessional behaviors. One collaborative concept that holds promise, however, is the idea of inviting medical students to attend physician disciplinary hearings. Students and physicians alike report that watching a hearing can significantly impact attitudes about professionalism as a part of medical practice. While formal research is scarce, the positive response of individual students who experience disciplinary hearings firsthand suggests that further pilot studies may be useful. Presented in this paper are the perspectives of three individuals — a medical student, a faculty member and a medical board chair — who discuss the impact and potential of attending disciplinary hearings in developing professionalism and ethics. Also included is a review of the current literature.

Consumo de Álcool e Outras Drogas em uma Faculdade de Medicina do Sul de Minas Gerais / Consumption of Alcohol and Other Drugs in a Medical School in Southern Minas Gerais

1970 ◽  
Vol 6 (2) ◽  
pp. 16-24 ◽  
Author(s):  
Jorge Gelvane Tostes ◽  
Fernanda Paiva de Campos ◽  
Luís Gustavo Rodrigues Pereira
Keyword(s):  
Medical Students ◽  
General Population ◽  
Medical School ◽  
Crack Cocaine ◽  
Minas Gerais ◽  
Alcohol And Drugs ◽  
Anonymous Questionnaire ◽  
Other Substances ◽  
Alcohol And Other Drugs ◽  
De Medicina

Objetivo: Traçar o perfil e estabelecer a prevalência do consumo álcool e/ou outras drogas entre os estudantes de uma faculdade de medicina do Sul de Minas Gerais. Materiais e Métodos: Os dados foram coletados com 419 alunos matriculados na faculdade no ano de 2013, a partir de questionário anônimo, o qual apresentou variáveis de idade, sexo, série do curso, uso de bebida alcoólica e drogas, frequência no ultimo mês (Julho/2013). Resultados: Constatou-se que 99% dos estudantes entrevistados já fizeram uso de bebida alcoólica ao menos uma vez na vida, sendo que 73% relataram que o ingresso na faculdade aumentou o consumo. Observou-se que o consumo é maior entre o sexo masculino. Quanto ao uso de outras drogas, 43,6% dos entrevistados relataram que fizeram uso ao menos uma vez na vida. No último mês (Julho/2013), 87,6% consumiram álcool, 23,4% tabaco, 13,4% maconha, 6,9% estimulantes, 6,2% tranquilizantes, 5,5% inalantes, 4,8% alucinógenos, 1,7% cocaína /crack, 0,2%   opiácios.  Conclusão: Os dados mostram que estudantes de medicina desta faculdade tendem a consumir drogas até duas vezes mais do que população em geral, A droga mais usada continua sendo o álcool, mas há consumo expressivo de outras substâncias como a maconha e cocaína.Palavras-chave: Álcool, Drogas, Estudantes de Medicina.ABSTRACTObjective: To describe a profile and establish the prevalence of alcohol consumption and / or other drugs among students of a medical school in southern Minas Gerais. Materials and Methods: Data were collected with 419 students enrolled in college in 2013 , from anonymous questionnaire , which presented variables of age, sex, year in the course, use of alcohol and drugs, frequency in the last month (July / 2013). Results:  99% of surveyed students were found to have already made use of alcohol at least once in their lifetime, and 73% reported entrance in college increased consumption. Higher consumption was observed among males. Regarding use of other drugs, 43.6% of the respondents have used them at least once in their life. In the previous month (July / 2013), 87.6% used alcohol, 23.4% tobacco, 13.4% marijuana, 6.9% stimulants, 6.2% tranquilizers, 5.5% inhalants 4.8% hallucinogens, 1.7% crack / cocaine, 0.2% opiates. Conclusion: The data show that college students tend to consume drugs up twice more often than the general population. The most widely used drug remains being alcohol, but there is significant use of other substances such as marijuana and cocaine.Keywords: Alcohol, Drugs, Medical Students.

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

The Difference in Facial Movement Between the Medial and the Lateral Midface: A 3D Skin Surface Vector Analysis

2021 ◽  
Author(s):  
David L Freytag ◽  
Michael G Alfertshofer ◽  
Konstantin Frank ◽  
Dmitry V Melnikov ◽  
Nicholas Moellhoff ◽  
...  
Keyword(s):  
3D Imaging ◽  
Functional Anatomy ◽  
Skin Surface ◽  
Facial Movements ◽  
Anatomic Location ◽  
Objective Evidence ◽  
The Face ◽  
Functional Boundary ◽  
The Mean ◽  
The Difference

Abstract Background Our understanding of the functional anatomy of the face is constantly improving. To date, it is unclear whether the anatomic location of the line of ligaments has any functional importance during normal facial movements such as smiling. Objectives It is the objective of the present study to identify differences in facial movements between the medial and lateral midface by means of skin vector displacement analyses derived from 3D imaging and to further ascertain whether the line of ligaments has both a structural and functional significance in these movements. Methods The study sample consisted of 21 healthy volunteers (9 females & 12 males) of Caucasian ethnic background with a mean age of 30.6 (8.3) years and a mean BMI of 22.57 (2.5) kg/m 2. 3D images of the volunteers’ faces in repose and during smiling (Duchenne type) were taken. 3D imaging-based skin vector displacement analyses were conducted. Results The mean horizontal skin displacement was 0.08 (2.0) mm in the medial midface (lateral movement) and was -0.08 (1.96) mm in the lateral midface (medial movement) (p = 0.711). The mean vertical skin displacement (cranial movement of skin toward the forehead/temple) was 6.68 (2.4) mm in the medial midface whereas it was 5.20 (2.07) mm in the lateral midface (p = 0.003). Conclusions The results of this study provide objective evidence for an antagonistic skin movement between the medial and the lateral midface. The functional boundary identified by 3D imaging corresponds to the anatomic location of the line of ligaments.

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