“It’s Real, It’s Much More Real”: An Exploration of Values Based Reflective Practice ® as a Reflective Tool

2021 ◽  
Keyword(s):  
Medical Students ◽  
Reflective Practice ◽  
Undergraduate Medical Students ◽  
Healthcare Settings ◽  
Positive Coping ◽  
Social Nature ◽  
The Social ◽  
Group Relationships ◽  
The Impact ◽  
Courageous Conversations

Values Based Reflective Practice (VBRP®) is a group reflection framework widely utilized within healthcare settings across Scotland, where groups of colleagues meet and discuss their workplace-based experiences using the VBRP® structure. The VBRP® model has previously been noted within HSCC as assisting “courageous conversations” about working in a caring vocation (Bunniss, 2021a, 2021b). Despite its national platform, however, there has been limited evaluation of VBRP®. Aim: This study explores the impact of VBRP® as a reflective tool among undergraduate medical students. Method: A qualitative action research methodology was used. Results: Three themes were identified from the data: overcoming barriers to reflection during VBRP®; enhancing reflection through the social nature of VBRP®; participants’ perceptions of reflection through the lens of VBRP®. Conclusion: VBRP® enabled deeper, more authentic reflection and enhanced written reflection abilities due to its social nature. It promoted the formation of peer support networks and positive coping mechanisms among medical students. Teamworking and group relationships were also improved.

Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Chelsea Stunden ◽  
Sima Zakani ◽  
Avery Martin ◽  
Shreya Moodley ◽  
John Jacob
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Test Scores ◽  
Student Attitudes ◽  
Congenital Heart ◽  
Secondary Outcome ◽  
First Year ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

scholarly journals Impact of the COVID-19 Pandemic on Career Intention Among Undergraduate Medical Students: A Single-center Cross-Sectional Study in Hubei Province

2021 ◽  
Author(s):  
Xue-lin Wang ◽  
Ming-xiu Liu ◽  
Shuai Peng ◽  
Lei Yang ◽  
Chen Lu ◽  
...  
Keyword(s):  
Medical Students ◽  
Health Worker ◽  
Large Scale ◽  
Career Planning ◽  
Limited Information ◽  
Undergraduate Medical Students ◽  
Career Intentions ◽  
Cross Sectional ◽  
Career Intention ◽  
The Impact

Abstract Background：Undergraduate medical (UM) students faced the realities of the difficulties inherent in medical careers due to the coronavirus 2019 (COVID-19) outbreak. Thus imperative containment measures could affect UM students’ career intentions. There is limited information regarding the factors potentially associated with these students’ career change intentions.Methods：we conducted a cross-sectional survey to investigate the impact of the COVID-19 pandemic on career intention and the associated factors in UM students in August 2020. Univariate analyses and logistic regression analysis were used to identify the factors that contributed to any change of career intention.Results: A total of 2,040 medical students were contained from Hubei University of Medicine. The change of career intention was related to grade, attitude towards being a health worker and the impact of the COVID-19 pandemic.Conclusions: Changes in career intentions were particularly influenced by grade, attitude towards being a health worker, and the degree of COVID-19’s impact on the participants’ lives. Treating large-scale public health emergencies in rational way, setting up correct views of occupation choice and building reasonable career planning may reduce the loss of medical talents.

Teaching cardiovascular physiology with equivalent electronic circuits in a practically oriented teaching module

2011 ◽  
Vol 35 (2) ◽  
pp. 149-160 ◽  
Author(s):  
Samo Ribarič ◽  
Marjan Kordaš
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Time Dependent ◽  
Cardiovascular Physiology ◽  
Electronic Circuits ◽  
Undergraduate Medical Students ◽  
Physiological Processes ◽  
Basic Concepts ◽  
Basic Facts ◽  
The Impact

Here, we report on a new tool for teaching cardiovascular physiology and pathophysiology that promotes qualitative as well as quantitative thinking about time-dependent physiological phenomena. Quantification of steady and presteady-state (transient) cardiovascular phenomena is traditionally done by differential equations, but this is time consuming and unsuitable for most undergraduate medical students. As a result, quantitative thinking about time-dependent physiological phenomena is often not extensively dealt with in an undergraduate physiological course. However, basic concepts of steady and presteady state can be explained with relative simplicity, without the introduction of differential equation, with equivalent electronic circuits (EECs). We introduced undergraduate medical students to the concept of simulating cardiovascular phenomena with EECs. EEC simulations facilitate the understanding of simple or complex time-dependent cardiovascular physiological phenomena by stressing the analogies between EECs and physiological processes. Student perceptions on using EEC to simulate, study, and understand cardiovascular phenomena were documented over a 9-yr period, and the impact of the course on the students' knowledge of selected basic facts and concepts in cardiovascular physiology was evaluated over a 3-yr period. We conclude that EECs are a valuable tool for teaching cardiovascular physiology concepts and that EECs promote active learning.

scholarly journals Impact of new MBBS curriculum on the 1st year students and burden on teaching faculty: Are we making the balance?

2021 ◽  
Vol 64 ◽  
pp. S59-S61
Author(s):  
Naveen Kotur ◽  
M. R. Anitha ◽  
Nanda Sappandi ◽  
Niranjan Murthy ◽  
Shilpashree Madhava Kunjathur ◽  
...  
Keyword(s):  
Medical Students ◽  
Cross Sectional Study ◽  
Medical Council ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Research Activities ◽  
Teaching Faculty ◽  
Time Utilization ◽  
The Impact

Objectives: The Medical Council of India has introduced competency based medical education (CBME) for all the undergraduate medical students across the country. We conducted this study to assess the impact of new curriculum on students’ performance and the differential time utilization of the teaching faculty. Materials and Methods: It is a cross-sectional study conducted at ESIC Medical College and PGIMSR, Bengaluru during January to March 2020. The college has an intake of 100 under-graduate students for an academic year. The sources of data included internal marks of the students and a semi-structured questionnaire for teaching faculty. Results: The mean (range) marks obtained by the students of 2018-19 and 2019-20 batch were found to be (a) theory: 48.75 (7 to 83) and 50.71 (10 to 78) (b) practical’s: 64.88 (38 to 90) and 69.70 (30 to 93). The man hours per week-faculty for different teaching activities during 2018-19 and 2019-20 were as follows: (a) theory teaching: 6 (16%) (b) practical teaching: 12 (32%) (c) research activities: 6 (16%) (d) planning activities: 8 (21%) (e) administrative activities: 6 (16%). Conclusion: The newer MBBS curriculum is found to be promising for the medical students but it is taking a huge toll on the teaching faculty. Measures to promote research and faculty strength in the existing medical colleges should be prioritized by policy makers.

scholarly journals IMPACT OF COVID-19 ON EDUCATION OF UNDERGRADUATE MEDICAL STUDENTS OF PAKISTAN.

2020 ◽  
Vol 11 (4) ◽  
pp. 7-15
Author(s):  
Nauman Aziz ◽  
Muhammad Waseem ◽  
Anmol Fatima ◽  
Aqsa Anwar ◽  
Fahad Khalid ◽  
...  
Keyword(s):  
Medical Students ◽  
Analytical Study ◽  
Great Difficulty ◽  
Classroom Environments ◽  
Online Classes ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Huge Impact ◽  
The Impact

ABSTRACT BACKGROUND & OBJECTIVE: COVID-19 has caused unrest among medical students all over the world including Pakistan. The objective of this study was to assess the impact of COVID-19 on education of undergraduate medical students of Pakistan by assessing their responses to a survey. METHODOLOGY: A validated questionnaire of this cross-sectional analytical study was distributed among 900 undergraduate MBBS students of different medical colleges and universities across Pakistan. Results were assessed by using SPSS version-24. RESULTS: The response rate of our study was 85%. Majority of the participants were females (64.4%) while the fourth year MBBS students took part in the survey with the highest number of students, 434 (56.7%). Major part of the participants (90.8%) agreed to the fact that COVID-19 has affected their study duration. Ninety six percent of the students had online classes during this COVID-19 but more than half of the students (52.8%) were of the view that it’s hardly effective. Interestingly 91.5% of the students participating in the survey showed that they have lost interest in studies. A great difficulty was faced by the students in establishing boundaries between work and home (84.0%). Almost eighty five percent of the students missed their classroom environments. CONCLUSION: There is a huge impact of COVID-19 on medical education of the students in Pakistan. It affected them both physically and mentally and created great phobia in them related to future of their education.

scholarly journals Impact of COVID-19 outbreak on the mental health status of undergraduate medical students in a COVID-19 treating medical college: a prospective longitudinal study

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e10164
Author(s):  
Ilango Saraswathi ◽  
Jayakumar Saikarthik ◽  
K. Senthil Kumar ◽  
Kumar Madhan Srinivasan ◽  
M. Ardhanaari ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Sleep Quality ◽  
Undergraduate Medical Students ◽  
Prospective Longitudinal Study ◽  
Medical College ◽  
Prospective Longitudinal ◽  
The Impact ◽  
Self Administered Questionnaire

Background The COVID-19 pandemic is found to affect the mental health of the population. Undergraduate medical students are especially prone to mental health disorders and hence could be more vulnerable to the impact of the pandemic. Methods A prospective longitudinal study was conducted on 217 undergraduate medical students in a medical college at Chennai, India. Depression, anxiety, and stress levels were recorded using Depression Anxiety Stress Scale 21 Items (DASS21) before and during the COVID-19 outbreak in India in December 2019 and June 2020, respectively. In the follow-up survey, in addition to DASS21, the Pittsburgh Sleep Quality Index to assess sleep quality and a self-administered questionnaire to assess the impact of COVID-19 related stressors were used. The self-administered questionnaire assessed the status of COVID-19 testing, interactions with COVID-19 patients, self-perceived levels of concerns and worries related to academics (COVID-19-AA (academic apprehensions)) and those pertaining to the self and family/friends (COVID-19-GA (general apprehensions)). Cross-sectional and longitudinal comparison of overall scores of depression, anxiety, and stress and scores stratified by gender, year of study, place of residence and monthly family income were performed. Predictors for depression, anxiety, and stress during COVID-19 were investigated using adjusted binary logistic regression analysis and results were expressed as adjusted odds ratio with 95% confidence interval (CI). A P value < 0.05 was considered statistically significant. Results The average scores of depression, anxiety, and stress during the baseline survey were 7.55 ± 7.86, 4.6 ± 6.19 and 7.31 ± 7.34 with the prevalence (95% Cl) of 33.2% [27–39.9%], 21.2% [16–27.2%] and 20.7% [15.5–26.7%]; in follow-up survey, the mean scores were 8.16 ± 8.9, 6.11 ± 7.13 and 9.31 ± 8.18 with the prevalence being 35.5% [29.1–42.2%], 33.2% [27–39.9%] and 24.9% [19.3–31.2%] for depression, anxiety, and stress respectively. There was a significant increase in both the prevalence and levels of anxiety and stress (P < 0.001), with depression remaining unchanged during COVID-19, irrespective of gender, year of study, place of residence and family’s monthly income. Poor sleep quality, higher levels of baseline depression, anxiety, and stress, higher COVID-19-GA, COVID-19 patients in family/friends and direct interactions with COVID-19 patients were found to be significant predictors of negative mental health in undergraduate medical students. COVID-19-AA was not significantly associated with depression, anxiety, and stress. Conclusion The COVID-19 pandemic appears to negatively affect the mental health of the undergraduate medical students with the prevalence and levels of anxiety and stress being increased, and depression symptoms remaining unaltered. Addressing and mitigating the negative effect of COVID-19 on the mental health of this population is crucial.

Comparison of an e-learning package with lecture-based teaching in the management of supraventricular tachycardia (SVT): a randomised controlled study

2020 ◽  
pp. postgradmedj-2020-139003
Author(s):  
Kevin Mohee ◽  
Hasan N Haboubi ◽  
Majd Protty ◽  
Christopher Srinivasan ◽  
William Townend ◽  
...  
Keyword(s):  
Medical Students ◽  
Supraventricular Tachycardia ◽  
Controlled Study ◽  
Undergraduate Medical Students ◽  
Post Intervention ◽  
Graduate Entry ◽  
Randomised Controlled Study ◽  
E Learning ◽  
Randomised Controlled ◽  
The Impact

IntroductionTo compare the impact of an e-learning package with theoretical teaching on the ability of both graduate and undergraduate medical students to learn the management of supraventricular tachycardia.MethodsWe conducted a randomised, controlled, study at two Welsh medical schools. Participants were graduate-entry and undergraduate medical students, who were randomised (in a 1:1 ratio) to either 1 hour of training using an e-learning package or an hour of lecture-based teaching. The outcome was a comparison, within each group and between groups, of median scores achieved in assessments of knowledge through completion of preintervention, immediate post intervention and 2 weeks postintervention questionnaires.ResultsOf the 97 participants available for randomisation, 47 underwent teaching using the e-learning package and 50 were taught in the lecture group. Median scores were higher in the e-learning package group than the lecture group, though this difference was not statistically significant (4.00 vs 3.00; p=0.08) immediately after intervention. At 2 weeks post intervention, median scores in the e-learning package group were significantly higher than the median scores in the lecture group (4.00 vs 3.00; p=0.002). This was despite a subanalysis of the results demonstrating that subjects in the lecture group reported having seen more cases compared with those in the e-learning group (32 vs 13; p=0.002). Further, there was a significant fall in score over 2 weeks in the group receiving lecture-based teaching, but no such decrease in those using the e-learning package.ConclusionE-learning seems to be the preferred method of learning and the method that confers longer retention time for both postgraduate and undergraduate medical students.

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