Attitudes to psychiatry: a comparison of Spanish and US medical students

An analysis is presented of the numbers of medical students in South African medical schools and of medical graduates produced annually. The data are analyzed according to ethnic groups. It is shown that gross discrepancies exist, and that black (African) and “Colored” sectors of the population are seriously underrepresented. This pattern is found for the total number of medical students; the ratio of number of medical students in each ethnic group to the total population of that group; the number of medical schools to which blacks may, in terms of the government's apartheid policy, be freely admitted; the absolute numbers of medical graduates drawn from each ethnic group and the percentage of the total number of medical practitioners stemming from each population group; and the ratio of the numbers of medical graduates in each ethnic group to the total population of that group. No matter which yardstick is employed, marked discrepancies are apparent. It is maintained that the separate and inferior schooling system for blacks, under the apartheid policy, is not providing suitably qualified medical student material from the African and “Colored” population groups; and that the State (under which all South African medical schools fall) has not permitted existing medical school facilities to be freely opened for the medical training of blacks, nor has it made available sufficient facilities for the medical training of blacks. It is concluded that the apartheid policy, with its many ramifications at primary, secondary, and tertiary educational levels, has constituted the most serious setback to medical education in southern Africa. It has left medical education in southern Africa over 30 years behind a point where it could and should have been.

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Assessing the knowledge, skills and effectiveness of e-learning among medical graduates amongst the COVID pandemic

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20204981 ◽

2020 ◽

Vol 7 (12) ◽

pp. 4833

Author(s):

Bhaskar Singamsetty ◽

Sai Venkata Rajyalakshmi

Keyword(s):

Medical Education ◽

Medical Students ◽

Teaching Method ◽

Traditional Teaching ◽

New Paradigm ◽

Cross Sectional ◽

Medical Graduates ◽

Level Of Satisfaction ◽

E Learning ◽

Knowledge And Attitude

Background: Introduction of e-learning as a new paradigm in medical education is gaining in the era of COVID pandemic as an alternative to traditional teaching where students and faculty skills are widely required in information and communication technology. Objectives were to assess the knowledge and attitude of medical students in application of e-learning in medical education. The level of satisfaction attained in gaining knowledge and availability of e resources were also assessed.Methods: A cross sectional online study was conducted for two months at Narayana medical college, Nellore among the medical graduates with a pre designed structured questionnaire after ethical committee approval. The questionnaire was designed to assess the Knowledge and attitude and was closed ended type. The questionnaire regarding level of satisfaction were assessed using 5-point Likert scale. The data was analysed by using SPSS version 17 and p valve<0.05 was considered significant.Results: Total 200 medical students with 50 in each phase were selected with 42% males and 58% females. Smart phone was the commonest device used (54%). 68.5% were familiar with e-learning in medical education, 55% accessed regularly, 47% were using for assessment with majority in phase 4 students. 81% agreed e-learning definitely improves their overall academic performance and 83% their self-assessment.Conclusions: Students had positive attitude towards e-learning and accepted supplementation of e-learning in regular traditional teaching method. Majority were satisfied with clinical material provided, knowledge gained in practical and theoretical aspects by online lectures in various formats and professional assistance provided.

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Identification and evaluation of the core elements of character education for medical students in Korea

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2019.16.21 ◽

2019 ◽

Vol 16 ◽

pp. 21

Author(s):

Yera Hur ◽

Keumho Lee

Keyword(s):

Medical Education ◽

Medical Students ◽

Character Education ◽

Delphi Survey ◽

Average Score ◽

Delphi Consensus ◽

Head Nurse ◽

Medical Graduates ◽

The Core ◽

Core Elements

Purpose: Medicine requires uniquely high levels of motivation, ethics, and altruistic values and behavior. This study was conducted to redefine character education in medical education and to identify and evaluate the core elements of physicians’ character.Methods: A 3-round Delphi survey was conducted among professors of medical education, physicians, experts from nursing schools, and a head nurse in Korea. A consultant group (CG) was formed to prepare the Delphi survey, discuss the research results, and set directions for future initiatives. The 3 rounds of the Delphi survey were conducted between September 2018 and February 2019.Results: From the first-round Delphi survey, which inquired about the 10 key character elements required for medical students, a total of 420 elements were collected. The top 10 categories were selected and classified. After the second and third rounds of the Delphi consensus process and a series of CG meetings, the following 8 core categorical elements were identified: service and sacrifice, empathy and communication, care and respect, honesty and humility, responsibility and calling, collaboration and magnanimity, creativity and positivity, and patience and leadership. The average score of medical graduates for the core elements ranged from 2.45 to 3.46 (standard deviation, 0.23–0.60) on a 5-point Likert scale.Conclusion: Eight core categorical elements of the character of medical students were identified. The results of this study can be used as a reference for establishing the goals and desired outcomes of character education at the level of undergraduate or graduate medical education.

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Patient consent to medical students in general practice

British Journal of General Practice ◽

10.3399/bjgp18x697229 ◽

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.

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The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

10.2196/preprints.16418 ◽

2019 ◽

Author(s):

Sneha Barai

Keyword(s):

Medical Education ◽

Medical Students ◽

Role Models ◽

Role Model ◽

General Medical Council ◽

Future Generations ◽

Medical Council ◽

Positive Role ◽

The Uk ◽

And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

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

Medical Science Educator ◽

10.1007/s40670-021-01350-7 ◽

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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Artificial intelligence-based education assists medical students’ interpretation of hip fracture

Insights into Imaging ◽

10.1186/s13244-020-00932-0 ◽

2020 ◽

Vol 11 (1) ◽

Author(s):

Chi-Tung Cheng ◽

Chih-Chi Chen ◽

Chih-Yuan Fu ◽

Chung-Hsien Chaou ◽

Yu-Tung Wu ◽

...

Keyword(s):

Artificial Intelligence ◽

Medical Education ◽

Hip Fracture ◽

Medical Students ◽

Medical Image ◽

Learning System ◽

Significant Difference ◽

Dynamic Collaboration ◽

Increase In Accuracy ◽

Image Learning

Abstract Background With recent transformations in medical education, the integration of technology to improve medical students’ abilities has become feasible. Artificial intelligence (AI) has impacted several aspects of healthcare. However, few studies have focused on medical education. We performed an AI-assisted education study and confirmed that AI can accelerate trainees’ medical image learning. Materials We developed an AI-based medical image learning system to highlight hip fracture on a plain pelvic film. Thirty medical students were divided into a conventional (CL) group and an AI-assisted learning (AIL) group. In the CL group, the participants received a prelearning test and a postlearning test. In the AIL group, the participants received another test with AI-assisted education before the postlearning test. Then, we analyzed changes in diagnostic accuracy. Results The prelearning performance was comparable in both groups. In the CL group, postlearning accuracy (78.66 ± 14.53) was higher than prelearning accuracy (75.86 ± 11.36) with no significant difference (p = .264). The AIL group showed remarkable improvement. The WithAI score (88.87 ± 5.51) was significantly higher than the prelearning score (75.73 ± 10.58, p < 0.01). Moreover, the postlearning score (84.93 ± 14.53) was better than the prelearning score (p < 0.01). The increase in accuracy was significantly higher in the AIL group than in the CL group. Conclusion The study demonstrated the viability of AI for augmenting medical education. Integrating AI into medical education requires dynamic collaboration from research, clinical, and educational perspectives.

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The impact of integrating environmental health into medical school curricula: a survey-based study

BMC Medical Education ◽

10.1186/s12909-020-02458-x ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Benjamin Kligler ◽

Genevieve Pinto Zipp ◽

Carmela Rocchetti ◽

Michelle Secic ◽

Erin Speiser Ihde

Keyword(s):

Climate Change ◽

Medical Education ◽

Medical Students ◽

Medical School ◽

Environmental Health ◽

School Curriculum ◽

Learning Objectives ◽

Lead Contamination ◽

Institute Of Medicine ◽

The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

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Innovations in medical education in Vietnam

BMJ Innovations ◽

10.1136/bmjinnov-2021-000708 ◽

2021 ◽

Vol 7 (Suppl 1) ◽

pp. s23-s29

Author(s):

David B Duong ◽

Tom Phan ◽

Nguyen Quang Trung ◽

Bao Ngoc Le ◽

Hoa Mai Do ◽

...

Keyword(s):

Medical Education ◽

Education Reform ◽

Low Income ◽

Professional Education ◽

Education Policies ◽

Enabling Factors ◽

Middle Income ◽

Medical Graduates ◽

Medical Education Reform ◽

Crucial Component

Medical education reforms are a crucial component to ensuring healthcare systems can meet current and future population needs. In 2010, a Lancet commission called for ‘a new century of transformative health professional education’, with a particular focus on the needs of low-income and-middle-income countries (LMICs), such as Vietnam. This requires policymakers and educational leaders to find and apply novel and innovative approaches to the design and delivery of medical education. This review describes the current state of physician training in Vietnam and how innovations in medical education curriculum, pedagogy and technology are helping to transform medical education at the undergraduate and graduate levels. It also examines enabling factors, including novel partnerships and new education policies which catalysed and sustained these innovations. Our review focused on the experience of five public universities of medicine and pharmacy currently undergoing medical education reform, along with a newly established private university. Research in the area of medical education innovation is needed. Future work should look at the outcomes of these innovations on medical education and the quality of medical graduates. Nonetheless, this review aims to inspire future innovations in medical education in Vietnam and in other LMICs.

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Medical education challenges and innovations during COVID-19 pandemic

Postgraduate Medical Journal ◽

10.1136/postgradmedj-2021-140032 ◽

2021 ◽

pp. postgradmedj-2021-140032

Author(s):

Michail Papapanou ◽

Eleni Routsi ◽

Konstantinos Tsamakis ◽

Lampros Fotis ◽

Georgios Marinos ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Student Assessment ◽

Well Being ◽

Educational Institutions ◽

Healthcare Staff ◽

Academic Trajectories ◽

Traditional Structure ◽

Physical Presence ◽

The Impact

COVID-19 pandemic has undoubtedly disrupted the well-established, traditional structure of medical education. Τhe new limitations of physical presence have accelerated the development of an online learning environment, comprising both of asynchronous and synchronous distance education, and the introduction of novel ways of student assessment. At the same time, this prolonged crisis had serious implications on the lives of medical students including their psychological well-being and the impact on their academic trajectories. The new reality has, on many occasions, triggered the ‘acting up’ of medical students as frontline healthcare staff, which has been perceived by many of them as a positive learning and contributing experience, and has led to a variety of responses from the educational institutions. All things considered, the urgency for rapid and novel adaptations to the new circumstances has functioned as a springboard for remarkable innovations in medical education,including the promotion of a more “evidence-based” approach.

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