Physicians’ and medical students’ knowledge on rehabilitation

2012 ◽  
Vol 153 (24) ◽  
pp. 954-961 ◽  
Author(s):  
Zoltán Dénes ◽  
Gábor Fazekas ◽  
Katalin Zsiga ◽  
Orsolya Péter
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
People With Disabilities ◽  
Rehabilitation Medicine ◽  
Multiple Choice Questions ◽  
Medical Specialists ◽  
Paper Form ◽  
Few Data ◽  
Regulation By Law ◽  
Rehabilitation Trainees

There are few data on the rehabilitation knowledge of medical specialists and medical students. Aim: Assessment of the rehabilitation knowledge of medical specialists working in general hospitals and of final year medical students. Methods: A paper form survey was performed using a questionnaire containing seven multiple choice questions and three definitions. Questionnaires were filled in independently on the spot. The three answering groups were physicians (specialized in orthopedic surgery, neurology or neurosurgery) working in a general hospital that had a rehabilitation ward, final year medical students from Semmelweis University, and trainees in rehabilitation medicine. The survey was voluntary and anonymous. Results: Forty physicians, 42 students and 39 rehabilitation trainees filled in the questionnaire. Half of the students gave correct answers to questions about rehabilitation specialization, the existing university chairs, the percentage of people with disabilities in Hungary, and the way of sending patients for rehabilitation consultation. The number of beds designed for rehabilitation was unknown, but with regard to the existence of regulation by law the rights of people with disabilities were well-known by all groups. Very few were able to define the basic categories (rehabilitation, disability). Rehabilitation knowledge of physicians was not better than that of students, but rehabilitation trainees were better informed. Conclusions: According to findings of the authors, students and physicians do not have enough rehabilitation knowledge to perform medical activities adequately. Enlargement of the medical curriculum with basic rehabilitation knowledge is essential. A rehabilitation training course is necessary for physicians to be better equipped to carry out their daily hospital work. Orv. Hetil., 2012, 153, 954–961.

scholarly journals Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

2020 ◽  
Author(s):  
David J. Brinkman ◽  
Teresa Monteiro ◽  
Emilia C. Monteiro ◽  
Milan C. Richir ◽  
Michiel A. van Agtmael ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Working Mechanism ◽  
Undergraduate Medical Curriculum ◽  
Undergraduate Programme ◽  
Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

scholarly journals Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology

2017 ◽  
Vol 3 (2) ◽  
pp. 22 ◽  
Author(s):  
Meenakshi Sinha ◽  
Jayshri Ghate ◽  
Dipali K. Chatur ◽  
Ramanjan Sinha
Keyword(s):  
Medical Students ◽  
Gender Difference ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Objective Evaluation ◽  
Female Students ◽  
High Achievers ◽  
Multiple Choice Questions ◽  
Undergraduate Medical Students ◽  
Significant Difference

<p><strong> </strong></p><p class="abstract"><strong>Background:</strong> Several studies have indicated gender differences in performance of undergraduate students in medical curriculum mainly in the clinical specialties which requires different set of skills as compared to pre and paraclinical subjects. Therefore, the study aim to investigate gender difference if any, on overall performance as well as on  different modalities of assessment like multiple choice questions (MCQ) and structured long &amp; short answer questions (LSQ) of medical students in physiology.</p><p class="abstract"><strong>Methods:</strong> Performance of 238 first year MBBS students in overall theory (MCQ+LSQ) and separately in MCQ and LSQ were compared between male (n=139) &amp; female (n=99). Further, they were sub-grouped on the basis of total marks in theory as low (&lt;50%), medium (50-65%) and high achievers (&gt;65%).  </p><p class="abstract"><strong>Results:</strong> Female students scored significantly more compared to male students in total (60.8±7.42% vs 56.81±8.78%) as well as individually in MCQ &amp; LSQ. Also, overall failure rate was more for male (19%) as compared to female (7%). However, comparison of high achiever group revealed no significant difference in performance of both genders in all modalities of assessments. Whereas, female students of both medium and low achiever groups had significantly high scores in LSQ as compared to male, but no such difference was observed for MCQ.</p><p class="abstract"><strong>Conclusions:</strong> Average and below average female students performed better relative to their male counterparts in subjective assessment (LSQ) as compared to assessment demanding more analytical/critical thinking (MCQ). However, performance of high achievers did not show any such gender difference. Therefore, different types of assessments bring out different abilities of students across genders depending on their grade of performance in a medical curriculum. </p>

scholarly journals Resource format preferences across the medical curriculum

2016 ◽  
Vol 104 (3) ◽  
Author(s):  
Keith M. Pickett, MLIS
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Health Sciences ◽  
First Year ◽  
Collection Development ◽  
Multiple Choice Questions ◽  
Electronic Resource ◽  
Academic Health ◽  
First Year Medical Students

Objective: This research study sought to determine the formats (print or electronic) of articles and book chapters most-preferred by first-year medical students, third-year medical students entering clinical clerkships, and incoming residents and to determine if these preferences change during the course of the medical curriculum. These trends will enable academic health sciences libraries to make appropriate collection development decisions to best cater to their user populations.Methods: First-year medical students, third-year medical students, and incoming medical residents were asked to complete a paper survey from September 2014 to June 2015. The survey consisted of five multiple-choice questions, with two questions given space for optional short answers. Quantitative and qualitative responses were collected and calculated using Microsoft Excel.Results: First-year students, third-year students, and incoming residents all preferred to read journal articles and book chapters in print, except in cases where the article or book chapter is under ten pages in length. Although print is preferred, demand for electronic articles and book chapters increases as students progress from undergraduate medical education into residency. The only category where a majority of incoming residents chose an electronic resource was which format they would give to a colleague, if the article or book chapter was critical to the care of an individual patient.Conclusions: The preference for print resources is strong across the medical curriculum, although residents show an increased preference for electronic materials when compared to first- and third-year students. Academic health sciences libraries should take these preferences into account when making decisions regarding collection development.

scholarly journals Assessment Tools Preferred by the Undergraduate Clinical Medical Students: A Study in National Defense University of Malaysia

2021 ◽  
Vol 2 (4) ◽  
pp. 14-19
Author(s):  
S. C. Reddy ◽  
S. S. Ahmed
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Assessment Tools ◽  
National Defense ◽  
Multiple Choice Questions ◽  
Problem Management ◽  
National Defense University ◽  
Medical Program ◽  
The Mean ◽  
Short Essay

  Background: Assessment in medical education is necessary to determine the students’ competency as well as other attributes. Objectives: The aim of this study was to determine the methods of assessment at the end of rotational posting examination and final professional examination at the end of the course, preferred by the undergraduate clinical medical students. Methods: This study was conducted on 89 medical students belonging to 4th and 5th year of the Faculty of Medicine, National Defense University of Malaysia (NDUM).Results: In this study 46 students were males (51.7%) and 43 (48.3%) females; the mean age was 23.5 years. Among the multiple-choice questions (MCQ), a combination that contained multiple true-false and single best answer, was preferred by 55.1% of the students. Among the essay type of written assessments “problem management patient (PMP)” questions were preferred most (46.1%) followed by modified essay questions (MEQ), short essay questions (SEQ), and key feature questions (KFQ). Among the assessments by long case, conventional long case, which had been practiced during the course, was preferred by 67.4% of the students at the end of the medical program rather than the modified or observed long case examinations. While assessment by short case, running commentary on what was being examined, was preferred by 47.2% of students, followed by no commentary (38.2%) and not sure by the rest. 56.2% of students would prefer procedure OSCEs on mannequins and the rest won’t. Picture quizzes were highly preferred (89.9%).Conclusion: At the end of the medical program the clinical medical students prefer those methods which have already been practiced by them during the academic course. For the best achievement, every tool of assessments used in the medical curriculum should be made clear to the students and the students should practice those before they proceed for final evaluation.

scholarly journals Instruction in developmental psychiatry: preliminary findings at the undergraduate level in Brazil

2011 ◽  
Vol 33 (3) ◽  
pp. 287-291 ◽  
Author(s):  
Erika Neves de Souza Moraes ◽  
Sandra Scivoletto ◽  
Vitor Fossaluza ◽  
Joaquim Edson Vieira ◽  
Euripedes Constantino Miguel ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Test Score ◽  
Medical Curriculum ◽  
Early Recognition ◽  
Multiple Choice Questions ◽  
Treatment And Prevention ◽  
Post Test ◽  
The Mean ◽  
Developmental Psychiatry

BACKGROUND: Although knowledge on developmental psychiatry is fundamental for the early recognition, treatment, and prevention of mental disorders, this subject has not been incorporated into the medical curriculum or psychiatric practice in Brazil. OBJECTIVE: To evaluate the effect of a short course on developmental psychiatry for undergraduate students and to expand education policies concerning developmental psychiatry in Brazil. METHODS: Before and after attending an extracurricular 12-hour, 4-day course on the fundamentals of developmental psychiatry, undergraduate health sciences students were tested regarding their knowledge of the subject. The pre-test/post-test included 12 randomly selected multiple-choice questions designed to evaluate knowledge related to developmental psychiatry and was administered together with a questionnaire designed to evaluate students' attitudes. To compare performances between groups, nonparametric analyses of ordinal categorical data were employed. RESULTS: The final sample comprised 43 students. The mean post-test score was significantly higher than the mean pre-test score (65.0% vs 39.9%; p < 0.0001). We found that strongly positive attitudes correlated with better performance. The 3rd and 4th year medical students performed better than the 1st and 2nd year medical students and the non-medical students. Sex differences favoring males were also observed. CONCLUSION: Our findings encourage additional educational policies related to developmental psychiatry which may result in direct clinical implications.

scholarly journals Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

2021 ◽  
Author(s):  
Ibrahim Alkatout ◽  
Veronika Günther ◽  
Sandra Brügge ◽  
Johannes Ackermann ◽  
Magret Krüger ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Motivation ◽  
Educational Curriculum ◽  
Active Involvement ◽  
Surgical Career ◽  
Second Year ◽  
Digital Surgery ◽  
The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Auloge ◽  
Julien Garnon ◽  
Joey Marie Robinson ◽  
Sarah Dbouk ◽  
Jean Sibilia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Interventional Radiology ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical Curriculum ◽  
New Technology ◽  
Large Population ◽  
The Other ◽  
Clinical Phase ◽  
Preclinical Phase

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

scholarly journals Differences in empathy toward patients between medical and nonmedical students: an fMRI study

2021 ◽  
Author(s):  
Shin Ah Kim ◽  
Young-Mee Lee ◽  
Stephan Hamann ◽  
Sang Hee Kim
Keyword(s):  
Medical Students ◽  
Patient Perspective ◽  
Medical Curriculum ◽  
Imaging Study ◽  
Cognitive Empathy ◽  
Functional Brain Imaging ◽  
Temporal Region ◽  
Fmri Study ◽  
Imaging Results ◽  
Increased Activity

AbstractThere is growing concern about a potential decline in empathy among medical students over time. Despite the importance of empathy toward patients in medicine, it remains unclear the nature of the changes in empathy among medical students. Thus, we systematically investigated affective and cognitive empathy for patients among medical students using neuroscientific approach. Nineteen medical students who completed their fifth-year medical curriculum and 23 age- and sex-matched nonmedical students participated in a functional magnetic resonance imaging study. Inside a brain scanner, all participants read empathy-eliciting scenarios while adopting either the patient or doctor perspective. Brain activation and self-reported ratings during the experience of empathy were obtained. Behavioral results indicated that all participants reported greater emotional negativity and empathic concern in association with the patient perspective condition than with the doctor perspective condition. Functional brain imaging results indicated that neural activity in the posterior superior temporal region implicated in goal-relevant attention reorienting was overall increased under the patient perspective than the doctor perspective condition. Relative to nonmedical students, medical students showed decreased activity in the temporoparietal region implicated in mentalizing under the patient perspective versus doctor perspective condition. Notably, this same region showed increased activity under the doctor versus patient condition in medical students relative to nonmedical students. This study is among the first to investigate the neural mechanisms of empathy among medical students and the current findings point to the cognitive empathy system as the locus of the primary brain differences associated with empathy toward patients.

scholarly journals The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

2021 ◽  
Author(s):  
Charles F. C. Taylor ◽  
Octavia R. Kurn ◽  
Steven P. Glautier ◽  
Deepika Anbu ◽  
Oliver Dean ◽  
...  
Keyword(s):  
Medical Students ◽  
Positive Feedback ◽  
Medical Curriculum ◽  
Psychology Students ◽  
Peer Teaching ◽  
Interdisciplinary Education ◽  
Knowledge Assessment ◽  
Perceived Knowledge

AbstractNear-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.

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