scholarly journals Is it possible to use research to learn psychiatry from scratch: a reflective self-study of a pre-clinical year medical student

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S156-S156
Author(s):  
Jashan Selvakumar ◽  
Jiann Lin Loo ◽  
Mary Honey Ohn ◽  
Gabby Kelly
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Experiential Learning ◽  
Research Problem ◽  
Learning By Doing ◽  
Lessons Learned ◽  
Future Research ◽  
Publication Ethics ◽  
Busy Time ◽  
Self Study

AimsDespite the abundance of opportunities available for medical students to explore the field of psychiatry, active immersion through experiential learning has proven to be difficult for pre-clinical year students as a result of a busy time table and the need to wait for psychiatry postings during the clinical years. Hence, the question of “how to implement experiential learning of psychiatry in pre-clinical years” arises. This study is aimed to elucidate the attempts that have been made to use research as a proximate approach to learn psychiatry experientially, focusing specifically on the challenges faced and lessons learned by a pre-clinical medical student.MethodThis self-study outlined the informal three-months learning-by-doing journey of a year-one medical student, supervised by a psychiatrist registrar. Employing research as a proximate approach of experiential learning for psychiatry was explored based on reflection from discussion during supervision meetings and messages exchange. The agreed learning method was an active involvement in research projects on psychiatry topics, with the learning outcome of producing publications.ResultThe challenges faced included: 1) the difficulty associated with striking a balance between an ambitious project with high impact versus a feasible smaller project to keep both parties motivated through the means of short-term accomplishment; 2) the ongoing requirement for learning process adjustment to build the foundational knowledge essential for progress. Through active and deliberate effort, every step in the process was found to be an opportunity for active learning. Literature review, for example, was used to build the understanding of psychiatry topics and practise critical appraisal skills, while allowing for the recognition of knowledge gaps, which ultimately encouraged future research idea synthesis. The process of writing and submitting a manuscript was used to learn publication-relevant skills including: journal impact calculation, referencing, indexing and abstracting services, and publication ethics. Certain future proof skills were also developed, including literacy in information and communication technology which improved efficiency of research, problem solving and decision making. This was done using pros and cons whenever difficulties were faced.ConclusionAlthough research is not a comprehensive substitute for clinical posting in the process of learning psychiatry, the lessons learned from psychiatry research can potentially serve as an initial exploration tool for preclinical-year medical students interested in the field. The stimulating process has found to be effective in stimulating further interest in psychiatry but maintaining it will be the next challenge.

scholarly journals Development of a Positive Psychology Program (LAVENDER) for Preserving Medical Student Well-being: A Single-Arm Pilot Study

2021 ◽  
Vol 10 ◽  
pp. 216495612098848
Author(s):  
Elaine O Cheung ◽  
Ian Kwok ◽  
Allison B Ludwig ◽  
William Burton ◽  
Xinzi Wang ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Positive Psychology ◽  
Positive Emotion ◽  
Albert Einstein College ◽  
Albert Einstein ◽  
Well Being ◽  
Preliminary Evidence ◽  
Lessons Learned ◽  
Psychology Program

Background Mental health tends to worsen over the course of medical school, with steep declines in well-being in students’ clerkship year (M3). Positive emotion promotes adaptive coping to stress and may help preserve medical student well-being. Objective This study describes the development of LAVENDER (Leveraging Affect and Valuing Empathy for Nurturing Doctors’ Emotional Resilience), a program aimed at increasing positive emotion to preserve well-being in medical students. Methods We conducted a single-arm pilot of LAVENDER, a positive psychology intervention developed for medical students delivered in an interactive classroom format to a cohort of 157 third-year medical students at the Albert Einstein College of Medicine. Our primary outcome was the acceptability of LAVENDER. We also examined preliminary efficacy using measures of emotion, stress and burnout collected at each intervention session. Results LAVENDER showed good acceptability: 76% of participants agreed that the LAVENDER skills were useful and 72% agreed that they would recommend the LAVENDER program to others. Qualitative feedback suggested that medical students enjoyed the program and found the skills to be useful for coping with stress, but also reported the following barriers to engagement: lack of time to practice the skills, resistance to the mandatory nature of the wellness sessions, and difficulty integrating the skills in daily life. We did not find support for the preliminary efficacy of LAVENDER for improving medical student well-being in students’ clerkship year. Participants showed decreases in positive emotion and increases in symptoms of burnout over the intervention period ( ps < .01). Conclusion The current paper describes the development and a single-arm pilot test of LAVENDER, a positive psychology program tailored for medical students. Although we found preliminary evidence for the acceptability of LAVENDER, we did not find support for the preliminary efficacy. Lessons learned and next steps for the program are discussed.

scholarly journals “Medical Student Syndrome”—A Myth or a Real Disease Entity? Cross-Sectional Study of Medical Students of the Medical University of Silesia in Katowice, Poland

2021 ◽  
Vol 18 (18) ◽  
pp. 9884
Author(s):  
Katarzyna Szczurek ◽  
Natalia Furgał ◽  
Dawid Szczepanek ◽  
Rashid Zaman ◽  
Krzysztof Krysta ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Online Survey ◽  
Health Anxiety ◽  
Female Gender ◽  
Research Problem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Entire Study ◽  
Medical University

The description of Medical Student Syndrome is based on the assumption that inexperienced medical students are prone to develop a pathological fear of medical conditions they are taught about. The aim of this study is to examine the sample of students (medical and non-medical) in order to assess and compare their level of hypochondriacal attitudes and health-related anxiety. We also examined other factors which might have had an influence on hypochondria and nosophobia attitudes among students. Methods: The study was conducted in two groups of students: 313 medical students at the Medical University of Silesia and 293 students at non-medical universities in Katowice, Poland. The study used the medical student syndrome self-explanatory questionnaire constructed for the study, taking into account the specificity of the group and the research problem. The research questionnaire was completed in an online survey by 606 students. Results: The results of the study showed that medical students obtained the same scores on a nosophobic scale as the non-medical students (p = 0.5). The analysis of hypochondriacal behavior showed significantly higher results in the non-medical student group (p = 0.02). In the entire study group, females and participants with mental disorders obtained higher scores in relation to nosophobia. Symptoms of depression and anxiety were more common in the group of medical students. Conclusions: Medical studies are not a risk factor for the occurrence of health anxiety and hypochondrial attitudes. Such factors are female gender and having a mental illness.

A Multicenter Qualitative Analysis of Medical Student Narratives After a Palliative Care Elective

2020 ◽  
pp. 104990912097156
Author(s):  
Alana Sagin ◽  
Matthew S. Ellman ◽  
Ruhi R. Shariff ◽  
Christopher A. Jones ◽  
Kate Tindall ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Student ◽  
Medical Students ◽  
The United States ◽  
Lessons Learned ◽  
Clinical Experiences ◽  
Medical Centers ◽  
Academic Medical ◽  
Patient’S Experience ◽  
Fourth Year Medical Students

Background: The medical student experience of a clinical elective in palliative care (PC) remains understudied. Reflective narrative interventions can help students hone narrative competency skills, make sense of their clinical experiences and shed light on their perception of the rotation. Objectives: To evaluate medical student written reflections after a PC clinical elective. Design: Students were asked to write a short reflective essay after PC clinical electives using open-ended writing prompts. Setting: Essays were collected from third and fourth-year medical students after completion of a PC elective at three geographically diverse academic medical centers in the United States. Measurements: Essays were coded for themes using a conventional content qualitative method of analysis. Results: Thirty-four essays were analyzed and four major themes emerged: reflection on the mission of medicine or motivation for being in medicine, reflection on professional skills or lessons learned, reflection on patient’s experience and personal responses to PC rotation. Sub-themes were also identified. Conclusions: Themes underscore the utility of the PC clinical elective as a meaningful experience that imparts useful skills, builds empathy, reminds students of their own motivations for being in medicine and serves as a catalyst for reflection on their own lives and relationships with their patients. Awareness of medical students’ personal and emotional responses to a PC elective can help inform educators as they support their students and provide opportunities for reflection and education.

scholarly journals 2503 First year medical student characteristics associated with readiness to talk about race

2018 ◽  
Vol 2 (S1) ◽  
pp. 56-56
Author(s):  
Brooke Cunningham ◽  
Rachel Hardeman ◽  
Samantha Carlson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
White Students ◽  
The United States ◽  
Student Characteristics ◽  
Major Type ◽  
Future Research ◽  
First Year ◽  
Stem Majors ◽  
First Year Medical Students

OBJECTIVES/SPECIFIC AIMS: Calls to break the silence around the effects of racism on health are growing. Few researchers have examined the relationship between medical student characteristics and students’ comfort, motivation, and skill to discuss racism. This paper examines medical student characteristics associated with readiness to talk about racism among first-year medical students at the University of Minnesota. METHODS/STUDY POPULATION: In February 2017 prior to a lecture on racism and health, we invited first year medical students to participate in a web-based survey about their experiences and comfort discussing racism. We calculated descriptive statistics and measured differences by student race (White vs. Asian vs. Black/multiracial/other) and undergraduate major type (STEM vs. non-STEM) using χ2 tests for variables with categorical responses and generalized linear regression models with pairwise comparisons (i.e., 2-sample t-tests) for variables with continuous responses. RESULTS/ANTICIPATED RESULTS: (n=107/163). The majority of students were male (53%); White (75%); and majored in STEM majors in college (85%). College major was not associated with race. Students’ responses to multiple items suggest that the vast majority perceived racial inequality as a major problem in the United States. Race was significantly associated with only 1 of these items. Specifically, 100% (16/16) of Black/multiracial/other students [under-represented minority (URM) students] reported “too little attention” is paid to race and racial issues, while only 53% of White students (42/79) and 55% of Asian students (6/11) chose this response. Students with non-STEM majors and students who identified as URM students reported talking about racism with friends more often than STEM majors and white students, respectively. In conversations about race at school, two-thirds of students were concerned that they might unintentionally offend others or be misunderstood. However, non-STEM majors and URM students were significantly less worried that they would unintentionally offend others in conversations about race at school than STEM majors and white students. Larger percentages of URM students (50%) than White students (25%) were afraid that others would not respect their views because of their race. White students were more afraid that they might that they would be called racist than URM students. DISCUSSION/SIGNIFICANCE OF IMPACT: Many students find it challenging to discuss race and racism in medical education settings. URM students and non-STEM majors reported greater frequency talking about racism with friends and appear to be less anxious in conversations about racism than White students and STEM majors respectively. Given non-STEM majors' greater psychological safety discussing racism, future research should explore whether non-STEM majors are better prepared and more motivated to address racial disparities in health and health care than STEM majors. Such research could have important implications for medical school admissions.

scholarly journals Medical Student Participation in Otolaryngology Telemedicine Clinic During COVID-19: A Hidden Opportunity

2020 ◽  
pp. 019459982097096
Author(s):  
William R. Pellegrini ◽  
David O’Neil Danis ◽  
Jessica R. Levi
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Patient Care ◽  
Student Learning ◽  
Educational Quality ◽  
Future Research ◽  
Working Relationships ◽  
Patient Interactions ◽  
Student Observation ◽  
Enhance Student Learning

The undergraduate medical student educational experience was greatly altered this year due to coronavirus disease 2019. Many otolaryngology departments increased use of telemedicine technologies to avoid the need for in-person contact. Medical student incorporation into telemedicine clinics is important to increase their comfort with this format of patient care and to continue student exposure to the field of otolaryngology. The technical and logistical aspects of student inclusion in telemedicine clinics at our institution are detailed. While telemedicine is still an evolving tool for experienced practitioners, there are likely advantages to the use of telemedicine patient visits for student learning. These may include closer working relationships between student and preceptor, as well as increased opportunities for student observation and feedback. Medical students should not assume telemedicine experiences are of inferior educational quality to in-person patient interactions. Future research should investigate ways telemedicine could enhance student learning.

scholarly journals The Impact of COVID-19 on Neurology Education: A Medical Student Perspective

2020 ◽  
Vol 5 ◽  
Author(s):  
Sergio W. Guadix ◽  
Carrie Sha ◽  
Stefano Sandrone ◽  
Joseph E. Safdieh ◽  
Harini Sarva
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Teaching Methods ◽  
Lessons Learned ◽  
Student Perspective ◽  
Research Experiences ◽  
The Impact ◽  
New Strategies ◽  
The U.S

The COVID-19 pandemic has fundamentally altered the pre-clerkship, clerkship, and research experiences for medical students. Although these changes impact all specialties, we highlight the unique challenges faced by neurology education and discuss methods by which our institution is adapting to these changes at the epicenter of the pandemic in the U.S. We include a few examples of how some neurology departments around the country have altered their teaching methods in the COVID-19 era and capitalize on lessons learned by proposing new strategies for moving neurology education forward.

Medical Students and Acupuncture: A Short Sharp Placement Experience!

2010 ◽  
Vol 28 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Graeme K Donald ◽  
Peter Mackereth ◽  
Irene Tobin
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Exploratory Study ◽  
Complementary Therapies ◽  
Acute Hospital ◽  
Future Research ◽  
Before And After ◽  
Area Of Concern ◽  
The Uk ◽  
Future Practice

Background Acupuncture and other complementary therapies (CTs) have become increasingly popular, with patients calling for more integrated care. It is questionable whether doctors know enough about these therapies to provide balanced and informed advice to patients and, given that most will come across patients accessing CTs, this is an area of concern. Method This was an exploratory study of 40 students attending a placement at a CT service within an acute hospital trust in the UK. A questionnaire was given at the start of placement to record their scepticism towards CTs on a 0–10 scale and again, on placement completion. Result Of the students attending, 73% (n=29) completed the questionnaire. There was a statistically significant reduction in scepticism scores assessed before and after placement (p<0.001). Of the respondents, 90% (n=26) were shown or attempted acupuncture. 76% of students reported that the placement would definitely influence the rate of CT referrals in their future practice. Conclusion The placement experience provided students an opportunity to reconsider their attitudes towards CTs. The study was limited to one site and students independently elected to participate in the experience. Similar exposure could be of value to the wider medical student population, ultimately leading to more informed advice available to patients. Future research should include greater numbers, which could include a multi-site study.

scholarly journals Community-Based Medical Student Nutrition Counseling Training for Low-Income Families

PRiMER ◽  
2018 ◽  
Vol 2 ◽  
Author(s):  
Amy S. Williams ◽  
Pooja M. Patel ◽  
Nathan L. Beucke ◽  
Richelle J. Koopman
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Experiential Learning ◽  
Nutrition Education ◽  
Low Income ◽  
Child Obesity ◽  
Nutrition Counseling ◽  
Community Based ◽  
Self Confidence ◽  
Low Income Families

Background and Objectives: Physician nutrition counseling has become increasingly important due to increases in child and adult obesity. However, medical student education on nutrition counseling, especially for low-income families, is insufficient. Methods: Eat Healthy, Stay Active! (EHSA) is a community-based child obesity program that provided experiential learning for medical students to counsel low-income Head Start families about nutrition. The authors conducted a focus group to explore medical students’ opinions about the proficiency of their nutrition education skills, especially in low-income families, and the role of EHSA. The authors also surveyed students about their self-confidence in providing low-income families with nutrition counseling. Results: Most students reported a favorable overall impression of EHSA with a mean score of 7 on a 10-point scale (1=poor experience, 10=very positive experience) and 70% reporting they would recommend EHSA to their classmates. They also reported a significant (80%, P&lt; 0.0001) increase in their confidence of counseling patients about child obesity after participating in EHSA. In focus groups, students felt that EHSA improved their nutrition knowledge and helped them to understand barriers of low-income families for healthy nutrition. Conclusions: Students participating in EHSA, a novel, community-based, experiential learning project, gained self-confidence in providing nutrition counseling to low-income families. The program also positively impacted medical student personal opinions of low-income families by providing a personal reference for low-income struggles.

A Collaborative Approach to Self-Study Research in Physical Education Teacher Education

2016 ◽  
Vol 35 (3) ◽  
pp. 290-295 ◽  
Author(s):  
K. Andrew ◽  
R. Richards ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Lessons Learned ◽  
Future Research ◽  
Physical Education Teacher ◽  
Ongoing Research ◽  
Education Teacher ◽  
Study Research ◽  
Physical Education Teacher Education ◽  
Self Study

Self-study is a self-focused, improvement-oriented approach to understanding one’s own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by faculty working in physical education teacher education. The purpose of this research note is to advocate for the use of self-study as part of a larger research agenda focused on understanding faculty development and experiences within physical education teacher education. We connect the self-study of teacher education practices to occupational socialization theory and discuss the ways in which self-study can help faculty think more critically about their work as it relates to teaching, research, and service. We also discuss best practices for self-study and lessons learned as they relate to an ongoing research project. We close by discussing implications of self-study work and recommendations for future research.

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