scholarly journals Is the introduction of medical genetics course using Team-Based Learning session more effective in the first year or second year of medical school?

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Chantal Farra ◽  
Asdghig Der-Boghossian ◽  
Johnny Awwad
Keyword(s):  
Medical School ◽  
Medical Genetics ◽  
First Year ◽  
Learning Session ◽  
Team Based Learning ◽  
Second Year

scholarly journals Improving the Neurological Exam Skills of Medical Students

2012 ◽  
Vol 39 (1) ◽  
pp. 83-86 ◽  
Author(s):  
Fraser G. A. Moore ◽  
Colin Chalk
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Distributed Practice ◽  
First Year ◽  
Muscle Stretch ◽  
Stretch Reflexes ◽  
Class A ◽  
Class B ◽  
Neurological Exam ◽  
Second Year

Objective:Determine if distributed practice of neurological exam (NE) skills in first year medical school produces sustained improvements in the skills of second year students.Methods:A prospective, controlled, non-blinded study conducted at McGill University (class size = 180 students). Expanded teaching of muscle stretch reflexes was provided to first year medical students. A structured examination of muscle stretch reflexes (max score = 100) was administered in second year medical school after a required two week rotation in Neurology. Results for class A (received the intervention in first year) were compared to the results for the preceding class B (had not received the intervention).Results:77 of 177 (44%) eligible students in class A and 69 of 166 (42%) eligible students in class B participated. Results were analyzed separately for each of two examiners. Mean (SD) scores were 95.2 (5.6) for class A (intervention) and 81.7 (11.1) for class B (control) for the first examiner and 90.4 (8.2) for class A and 83.8 (11.7) for class B for the second examiner. Results were statistically significant (Mann-Whitney test z = 5.27, p < 0.0001 first examiner and z = 2.67, p < 0.0038 second examiner).Conclusions:Distributed practice of muscle stretch reflexes during first year medical school results in improved performance by second year medical students after their mandatory clinical rotation in neurology, even when examined up to 14 months after the intervention. This finding has implications for the teaching of the NE.

scholarly journals Using Team-Based Learning to Teach Evidence-Based Medicine to First-Year Residents

2019 ◽  
Vol 36 (1) ◽  
pp. 60-68
Author(s):  
Mandana Akbarinejad Mousavi ◽  
Mitra Amini ◽  
Somayeh Delavari ◽  
Ali Seifi
Keyword(s):  
Medical School ◽  
Evidence Based Medicine ◽  
Instructional Strategy ◽  
Medical Residents ◽  
P Value ◽  
First Year ◽  
Evidence Based ◽  
Significant Difference ◽  
Team Based Learning ◽  
Based Medicine

Summary Team-based learning (TBL) is a well-established instructional strategy that provides students with the chance to apply conceptual knowledge through a series of actions, including pre-class, individual, team class activity, and immediate feedback. The purpose of the present study was to introduce a course of teaching the evidence-based medicine (EBM) to all first-year medical residents in different disciplines at Shiraz Medical School in Iran country using the TBL instructional strategy. The sample included 86 medical residents at Shiraz Medical School. This study had a quasi-experimental design and was conducted in 12 sessions of evidence-based medicine (EBM) based on team-based learning (TBL) strategy. The obtained data were analyzed using SPSS software. In all sections, the results of Individual Readiness Assurance Tests (IRATs) and Group Readiness Assurance Tests (GRATs) were added and calculated. Cronbach’s alpha test was implemented to evaluate the reliability of the questionnaires. For the descriptive analysis of data, descriptive statistics were used. ANOVA and T-test were used for analytic analysis. There was a significant difference in answering the questions between individual (3.73 ± 2.33) and group (4.71 ± 2.29) stages. Residents gained higher average grades on working in the team (P-value < 0.02). Results of residents’ response about satisfaction questionnaire are shown that the best scores belong to group activities in TBL. The results of this study showed that TBL could be used as an effective method for residents’ education in different disciplines.

scholarly journals Generalizability of a Progress Clinical Skills Examination and the Assessment of the Growth in Clinical Skills in a Medical School Curriculum with Early Clinical Experiences

2019 ◽  
Author(s):  
Heather S Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Clinical Experiences ◽  
First Year Students ◽  
Second Year

Abstract Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medial students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of level of training and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

Confidence in palliative care issues by medical students and internal medicine residents

2017 ◽  
Vol 9 (1) ◽  
pp. e1-e1 ◽  
Author(s):  
Ana Carolina Montouro Storarri ◽  
Giovana Dalmedico de Castro ◽  
Lilian Castiglioni ◽  
Patricia Maluf Cury
Keyword(s):  
Internal Medicine ◽  
Palliative Care ◽  
Medical Students ◽  
Medical School ◽  
Medical Practice ◽  
Terminal Illness ◽  
First Year ◽  
School Students ◽  
Internal Medicine Residents ◽  
Second Year

BackgroundPalliative care (PC) is a relatively new field in Brazil, but this knowledge is of great importance in medical practice.ObjectiveTo evaluate the degree of confidence among medical students and first-year and second-year internal medicine residents in addressing issues of death and terminal illness with patients and their families.MethodA modified version of the Self-Efficacy in Palliative Care Scale was applied to 293 students in their first year to sixth year at the School of Medicine of São José do Rio Preto and to 43 residents in their first year or second year of medical practice at the same institution in Brazil, in 2015. The questionnaire evaluated students' opinions on the need to include theoretical and practical classes on PC in the medical school.ResultsStudents in their fifth year of medical school were more confident than the students in their first, second, third and fourth years; there were no statistically significant differences between fifth-year students, sixth-year students and the internal medicine residents.ConclusionResidents were more confident than all of the medical school students except those in their fifth year (P<0.05) because they have more contact with terminally ill patients than other students do; fifth-year medical students are likely overestimating their abilities.

scholarly journals Assessing Student Engagement and Higher Order Skill Proficiency During the First and Second Year of Medical School – A Comparison Between the Legacy and Recently Reformed Active Learning Curricula

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Brandon Francis ◽  
Mari Hopper, PhD
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Higher Order ◽  
T Test ◽  
Self Report ◽  
Learning Assessment ◽  
First Year ◽  
Group Comparison ◽  
Unequal Variance ◽  
Second Year

 Background and Hypothesis: This study set-out to determine if:  students enrolled in Indiana University’s reformed curricula (RC) demonstrate higher levels of engagement (E) and higher order skill (HOS) proficiency than students prior to reform in the legacy curriculum (LC).   students increase E and HOS from first year of medical school (MS1) to second year (MS2).  students performing in lowest HOS quartile during MS1 will demonstrate greater gains in HOS by MS2 than students in higher quartiles.  Experimental Design or Project Methods: Determined E using a validated self-report survey (Ahlfeldt, 2007). Assessed HOS using the standardized Collegiate Learning Assessment (CLA+), professionally developed and validated by the Council for Aid to Education (https://cae.org/flagship-assessments-cla-cwra/cla/). Statistical analysis was preliminary; further analysis to be completed by statistician. Between group comparison of LC and RC via t test assuming unequal variance; paired t test for within group comparison MS1 to MS2 (significance p<0.05).  Results: Students in RC increased E significantly from MS1 (39.0±7.0) to MS2 (40.8±5.3) and demonstrate significantly higher E than LC MS2 students (36.3±5.3). There were no differences in HOS proficiency when comparing RC to LC, or MS1 to MS2. Students in RC in the lowest quartile for HOS during MS1 (1688.8±53.1) significantly increased when re-tested during MS2 (1809.5±86.8).  Conclusion and Potential Impact: Curricular reform resulted in higher E when compared to LC. Despite increased E, there were no related changes in HOS. Results from quartile analysis agreed with previous reports that active learning preferentially benefits lower performing students (Koles, 2010).

scholarly journals A Longitudinal Study of Differences in Canadian and US Medical Student Preparation for Family Medicine

2019 ◽  
Vol 51 (10) ◽  
pp. 817-822
Author(s):  
Rongxiu Wu ◽  
Xian Wu ◽  
Michael R. Peabody ◽  
Thomas R. O'Neill
Keyword(s):  
Family Medicine ◽  
Medical School ◽  
Medical Training ◽  
First Year ◽  
Cross Sectional ◽  
Data Set ◽  
Student Preparation ◽  
Canadian Medical School ◽  
Equity Value ◽  
Second Year

Background and Objectives: Previous research has found differences in preparation for entry into family medicine training between graduates of US and Canadian medical schools. However, this research was limited in that it utilized cross-sectional data to examine a longitudinal issue. This study aimed to examine these differences with a longitudinal data set. Methods: A comparison of the performance on the American Board of Family Medicine (ABFM) In-Training Exam (ITE) between 2014 and 2016 was conducted by examining the performance of Canadian medical school graduates and US medical school graduates longitudinally, as well as cross-sectionally, using independent t tests. Results: For first-year residents (PGY1), the Canadian 2014/2015 cohort showed significantly higher mean scores than US medical school graduates (USMG) and international medical school graduates (IMG). The Canadian 2015/2016 cohort showed no statistical difference from the USMGs, but did have a significantly higher mean than the IMGs. For second-year residents (PGY2), the Canadian 2014/2015 cohort showed a significantly lower mean than the USMG cohort, but had a significantly higher mean than the IMG cohort. The Canadian 2015/2016 cohort showed a statistically lower mean than the USMG cohort and no difference compared to the IMG cohort. Conclusions: Based on a comparison of ABFM ITE scores between 2014 and 2016, the Canadian medical school graduates performed as well as or better than the US graduates upon entry into residency, but performance was reversed for the second year of training. Our results also suggest an equity value of ACGME residency training independent of location of undergraduate medical training.

scholarly journals Assessing the growth in clinical skills using a progress clinical skills examination

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9091
Author(s):  
Heather S. Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Second Year

Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medical students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of training level and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

scholarly journals Letter to the Editor Regarding “The Vigil of Medicine”

2021 ◽  
Vol 9 (2) ◽  
pp. 171-172
Author(s):  
Casey P. Schukow
Keyword(s):  
Medical Students ◽  
Medical School ◽  
First Year ◽  
John Muir ◽  
Peer Mentor ◽  
Letter To The Editor ◽  
Personal Experiences ◽  
Incoming Freshmen ◽  
Second Year ◽  
School Curricula

This letter to the editor is regarding “The Vigil of Medicine”, which is a reflection on the author’s personal experiences backpacking the John Muir Trail. In this piece, the author discusses not being afraid to look back, while seeing the campers behind her holding up a “string of headlights that snake up the mountain”. I agree with the author that this “string of headlights” resembles the journey of medical school. Every year, more students begin their journey into medicine, and as more senior medical students, we have a responsibility of leading our younger classmates behind us. In this letter, I draw on this importance of leadership integrated into medical school curricula (e.g., through student-led organizations) and discuss my time as a Peer Mentor (PM) while as a second-year medical student. As a PM, I was able to provide much support to my first-year classmates through ways such as bringing snacks each weekend, taking walks to a local ice cream store, and running tutoring sessions. When my time as a PM was over, many of my then first-year classmates graduated to become second-years, and gladly took over the program with gratitude as they embarked on leading their incoming freshmen classmates. This opportunity uniquely embodies the concept of the “string of headlights”, and this letter encourages senior medical students to continue leading their younger classmates so the path of headlights can continue to burn bright.

scholarly journals Mobile Learning in a Rural Medical School: Feasibility and Educational Benefits in Campus and Clinical Settings

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Debra Nestel ◽  
Katherine Gray ◽  
Andre Ng ◽  
Matthew McGrail ◽  
George Kotsanas ◽  
...  
Keyword(s):  
Medical School ◽  
Focus Groups ◽  
Mobile Learning ◽  
Document Analysis ◽  
First Year ◽  
First Year Students ◽  
Clinical Placements ◽  
Educational Benefits ◽  
Microsoft Word ◽  
Second Year

Students in a new medical school were provided with laptops. This study explored the feasibility and educational benefits of mobile learning for two cohorts of students learning in two settings—university campus (first-year students) and rural clinical placements (second-year students). Evaluation involved questionnaires, focus groups (faculty and students), and document analysis. Descriptive statistics were computed. Focus groups were audio-recorded, transcribed, and analysed thematically. Response rates for questionnaires exceeded 84%. Compared with second-year students, significantly more first-year students (60%) took their laptops to campus daily (P=0.14) and used their laptops for more hours each day (P=0.031). All students used laptops most frequently to access the internet (85% and 97%) and applications (Microsoft Word (80% and 61%) and Microsoft PowerPoint (80% and 63%)). Focus groups with students revealed appreciation for the laptops but frustration with the initial software image. Focus groups with faculty identified enthusiasm for mobile learning but acknowledged its limitations. Physical infrastructure and information technology support influenced mobile learning. Document analysis revealed significant costs and issues with maintenance. If adequately resourced, mobile learning through university-issued laptops would be feasible and have educational benefits, including equitable access to learning resources, when and where they are needed. However, barriers remain for full implementation.

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