scholarly journals Residents and Medical Students Correctly Answer Clinical Questions More Often with Google and UpToDate than With PubMed or Ovid MEDLINE

2011 ◽  
Vol 6 (2) ◽  
pp. 39
Author(s):  
Theresa Arndt
Keyword(s):  
Critical Care ◽  
Medical Students ◽  
Correct Answer ◽  
Care Practice ◽  
Control Group ◽  
Ovid Medline ◽  
Significant Difference ◽  
Search Tool ◽  
Clinical Questions ◽  
Attending Physicians

Objective – To determine which search tool (Google, UpToDate, PubMed or Ovid-MEDLINE) produces more accurate answers for residents, medical students, and attending physicians searching on clinical questions in anesthesiology and critical care. Searcher confidence in the answers and speed with which answers were found were also examined. Design – Randomized study without a control group. Setting – Large university medical center. Subjects –Subjects included 15 fourth year medical students (third and fourth year), 35 residents, and 4 attending physicians volunteered and completed the study. One additional attending withdrew halfway through the study. The authors were unsuccessful in recruiting an equal number of subjects from each group. Methods – A set of eight anesthesia and critical care questions was developed, based on their commonality and importance in clinical practice and their answerability. Four search tools were employed: Google, UpToDate, PubMed, and Ovid MEDLINE. In part I, subjects were given a random set of four of the questions to answer with the search tool(s) of their choice, but could use only one search tool per question. In part II, several weeks later, the same subjects were randomly assigned a search tool with which to answer all 8 questions. The authors state that “for data analysis, PubMed was arbitrarily chosen to be the “reference standard.”” Statistical analysis was used to identify significant differences between PubMed and the other search tools. Main Results – Part I: Subjects choosing a search tool were more likely to find a correct answer with Google or UpToDate. There were no statistically significant differences in confidence with answers between any of the search tools and PubMed. Part II: Though subjects were assigned a search tool, some questions were repeated from part I. For repeated questions, Ovid users (compared to PubMed users) were significantly less likely to find the correct answer for repeated questions. Otherwise, there was no statistically significant difference in questions answered correctly. Confidence did not differ. When asked to answer new questions, subjects using Google and UpToDate were significantly more likely to find a correct answer than PubMed users. UpToDate users were more confident. There was no statistical difference in primary outcome (correct answer with high confidence) between Google, Ovid, and PubMed. Pooled data from parts I and II, removing repeated questions: Subjects using Google and UpToDate were more likely to find correct answers. Confidence was highest among UpToDate users. Average search time per question (limited to 5 minutes per question) in ascending order of time spent was: UpToDate, Google, PubMed, and Ovid. Conclusion – While the number of participants is small, the results suggest that the popular search engine Google and the commercially produced secondary online source UpToDate are more useful and efficient for finding answers to questions arising in anesthesiology and critical care practice than tools focused exclusively on indexing the primary literature.

scholarly journals Application of Standardized Measures in Clinical Teaching of Medical Imaging Department

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Chunhua Qi
Keyword(s):  
Medical Students ◽  
Medical Imaging ◽  
Clinical Teaching ◽  
Group Performance ◽  
Control Group ◽  
Standardized Measures ◽  
Imaging Department ◽  
Significant Difference ◽  
Observational Group ◽  
Assessment Result

Objective: To explore the application of standardized measures in clinical teaching of medical imaging department. Methods: Forty-eight medical interns in Department of Medical Imaging of our hospital from February 2018 to May 2019 were selected as research objects. They were divided into 2 groups according to random number table method, with 24 cases in each group. Routine education management was performed in clinical teaching for control group, standardized measure management was performed in clinical teaching for observational group. Performance assessment before and after intervention was compared between two groups of medical students. Results: Before intervention, there was no significant difference in assessment result between two groups of medical students (P>0.05). Assessment result after intervention was higher than before intervention in two groups of medical students. Observational group was higher than control group, the difference was statistically significant (P<0.05). Conclusions: Implementation of standardized measures in clinical teaching of medical imaging department could significantly improve assessment result of medical students, and its application can be considered in clinical teaching.

Primary Care Practice Redesign: Challenges in Improving Behavioral Health Care for a Vulnerable Patient Population

2019 ◽  
Vol 35 (2) ◽  
pp. 101-109
Author(s):  
Deborah Swavely ◽  
David T. O’Gurek ◽  
Veronica Whyte ◽  
Alexandra Schieber ◽  
Daohai Yu ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Behavioral Health ◽  
Severe Depression ◽  
Behavioral Health Care ◽  
Urban Setting ◽  
Care Practice ◽  
Control Group ◽  
Post Traumatic Stress ◽  
Significant Difference

This study examined a program focused on integrating mental health in a family medicine practice in an economically challenged urban setting. The program included using a behavioral health technology platform, a behavioral health collaborative composed of community mental health agencies, and a community health worker (CHW). Of the 202 patients screened, 196 were used for analysis; 56% were positive for anxiety, 38% had scores consistent with moderate to severe depression, and 34% were positive for post-traumatic stress disorder. There was a statistically significant difference in the diagnosis of depression when comparing the screened group to a control group. Only 27% of patients followed through with behavioral health referrals despite navigational assistance provided by a CHW and assured access to care through a community agency engaged with the Behavioral Health Alliance. Further qualitative analysis revealed that there were complex patient factors that affected patient decision making regarding follow-up with behavioral health care.

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

scholarly journals Effect of an Augmented Reality Ultrasound Trainer App on the Motor Skills Needed for a Kidney Ultrasound: Prospective Trial (Preprint)

2018 ◽  
Author(s):  
Florian Ebner ◽  
Amelie De Gregorio ◽  
Fabienne Schochter ◽  
Inga Bekes ◽  
Wolfgang Janni ◽  
...  
Keyword(s):  
Medical Students ◽  
Augmented Reality ◽  
Left Kidney ◽  
Prospective Trial ◽  
Learning By Doing ◽  
Mobile App ◽  
Control Group ◽  
Study Group ◽  
Educational Training ◽  
Significant Difference

BACKGROUND Medical education is evolving from "learning by doing" to simulation-based hands-on tutorials. OBJECTIVE The aim of this prospective 2-armed study was to evaluate a newly developed augmented reality ultrasound app and its effect on educational training and diagnostic accuracy. METHODS We recruited 66 medical students and, using imaging and measuring a kidney as quality indicators, tested them on the time they needed for these tasks. Both groups used textbooks as preparation; in addition, the study group had access to a virtual ultrasound simulation app for mobile devices. RESULTS There was no significant difference between the study arms regarding age (P=.97), sex (P=.14), and previous ultrasound experience (P=.66). The time needed to complete the kidney measurements also did not differ significantly (P=.26). However, the results of the longitudinal kidney measurements differed significantly between the study and control groups, with larger, more realistic values in the study group (right kidney: study group median 105.3 mm, range 86.1-127.1 mm, control group median 92 mm, range 50.4-112.2 mm; P<.001; left kidney: study group median 100.3 mm, range 81.7-118.6 mm, control group median 85.3 mm, range 48.3-113.4 mm; P<.001). Furthermore, whereas all students of the study group obtained valid measurements, students of the control group did not obtain valid measurements of 1 or both kidneys in 7 cases. CONCLUSIONS The newly developed augmented reality ultrasound simulator mobile app provides a useful add-on for ultrasound education and training. Our results indicate that medical students’ use of the mobile app for training purposes improved the quality of kidney measurements.

Effects of Electroacupuncture on Stress-Related Symptoms in Medical Students: A Randomised Controlled Pilot Study

2012 ◽  
Vol 30 (2) ◽  
pp. 89-95 ◽  
Author(s):  
Marcio Dias ◽  
Daniel Pagnin ◽  
Valéria de Queiroz Pagnin ◽  
Regina Lucia Ribeiro Reis ◽  
Beni Olej
Keyword(s):  
Medical Students ◽  
Sleep Quality ◽  
Maslach Burnout Inventory ◽  
Life Assessment ◽  
World Health ◽  
Control Group ◽  
Student Survey ◽  
World Health Organization Quality ◽  
Significant Difference ◽  
Health Organization

Objective To assess the effects of electroacupuncture on stress-related symptoms—sleep disorders, anxiety, depression and burnout—in medical students, and provide data to inform a power analysis to determinate numbers for future trials. Methods Twenty-five students were randomly assigned to an electroacupuncture (n=12) group or control group (n=13) that did not receive treatment. Electroacupuncture was applied at a continuous frequency 2 Hz for 20 min once a week for 8 weeks at sites on the extremities, face, ear and scalp. The outcomes of the students treated with electroacupuncture were compared with those of the control group at the endpoint, controlling the influence of baseline scores. The instruments used were self-administered questionnaires that comprised the validated Portuguese version of the mini-sleep questionnaire (MSQ), the Pittsburgh sleep quality index (PSQI), the Epworth sleepiness scale (ESS), the Beck depression inventory (BDI), the Beck anxiety inventory, the Maslach burnout inventory–student survey (MBI–SS), and World Health Organization quality of life assessment – abbreviated version (WHOQOL–bref). Results The medical students treated with electroacupuncture showed a significant decrease compared with the control group for MSQ scores (p=0.04) and PSQI (p=0.006). After treatment, 75% students in the electroacupuncture group presented a good sleep quality, compared with 23.1% of the students in the control group. No significant difference on daytime sleepiness was shown by the ESS. The electroacupuncture group showed significant improvement on depressive symptoms (BDI), the emotional exhaustion and cynicism dimensions of burnout (MBI–SS) and physical health (WHOQOL–bref). Conclusions Electroacupuncture was associated with a significant reduction of stress-related symptoms, but because of the study design the authors cannot say what proportion of the reduction was due to needle stimulation.

scholarly journals Serum Ferritin Status in Microcytic Hypochromic Anaemic Medical Students

2014 ◽  
Vol 28 (1-2) ◽  
pp. 23-28
Author(s):  
Hafiza Akhter ◽  
Nasim Jahan ◽  
Nayma Sultana ◽  
Tabassum Ferdous ◽  
Hasina Akhter ◽  
...  
Keyword(s):  
Young Adults ◽  
Medical Students ◽  
Serum Ferritin ◽  
Serum Ferritin Level ◽  
Ferritin Level ◽  
Control Group ◽  
Medical College ◽  
Microcytic Hypochromic Anaemia ◽  
Hypochromic Anaemia ◽  
Significant Difference

Background: Microcytic hypochromic anaemia is common in young adults , specially in females. It is important to know the serum ferritin status of the medical students who will be involved, in future, with the health care delivery system and to prevent anaemia among them. Objective: To observe the serum ferritin status in microcytic hypochromic anaemic medical students. Methods: This cross sectional study was carried out in the Department of Physiology, Sir Salimullah Medical College, Dhaka from July 2009 to June 2010. A total number of 516 apparently healthy young adults of both sexes, age ranged from 18 to 22 years , were selected for the study from two medical college in Dhaka city. Of them, 276 were nonanaemic (control group A) and 240 were anaemic (study group B). Again , anaemic (B) subjects are divided into anaemic female (B1) and anaemic male (B2) . Among the anaemic (B) subjects, 170 had normocytic normochromic , 68 had microcytic hypochromic and 2 had macrocytic hypochromic anaemia. Serum ferritin was estimated by Micro-particle Enzyme Immunoassay in subjects (68 in number) who were suffering from microcytic hypochromic anaemia. The statistical analysis was done by using unpaired ‘t’ test , Pearson’s correlation coefficient test as applicable. Result: The mean serum ferritin level was almost similar and showed no statistically significant difference between group B1 and B2. Again, a significant positive correlation of serum ferritin level with haemoglobin was observed in both female and male in microcytic hypochromic anaemic group. Conclusion: This study reveals that serum ferritin level is one of the most sensitive and accurate indicator indicating iron status and thus microcytic hypochrmic anaemia. DOI: http://dx.doi.org/10.3329/bjpp.v28i1-2.20077 Bangladesh J Physiol Pharmacol 2012; 28(1&2):23-28

scholarly journals WOULD MANDATORY TEACHING OF BLS, ACLS AND PALS IMPROVE THE KNOWLEDGE, ATTITUDE AND PRACTICE OF MEDICAL STUDENTS IN EMERGENCY CARE?

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Treasa James ◽  
Dr. Mohammad Fabin K.N. ◽  
Dr. Anirudh V Mutalik ◽  
Dr. Ubaid N. P ◽  
Dr. N C Cherian ◽  
...  
Keyword(s):  
Medical Students ◽  
Emergency Care ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Attitude And Practice ◽  
Significant Difference ◽  
Orientation Class ◽  
Interventional Group ◽  
Knowledge Attitude And Practice

Background and objective: The medical students should be trained in BLS/ACLS/PALS in order to attain the skills for emergency patient management. The objective of the study is to compare the knowledge, attitude and practice about BLS/ACLS/PALS among the interventional and non-interventional groups both before intervention and after intervention. Methods: This interventional study was done among final year medical students and house surgeons in six Medical colleges of Northern Kerala.The study subjects were categorized into two groups,Category 1 received an orientation class on BLS/ACLS/PALS and students belonging to category 2 did not receive the orientation class. A pre-validated pretested questionnaire to assess the Knowledge, Attitude and Practice of medical students regarding BLS/ACLS/PALS was distributed after the orientation class.The control group (category 2) who did not receive the orientation class also were given the questionnaire same as that of other group. Results: Total of 608 students participated in this study.Out of which 325 received an orientation class. Unpaired t-test done in pretest among interventional and non-interventional group showed p value>0.01 which implied that both groups were comparable. The mean scores of Knowledge, attitude and practice in the post test increased to 8.111±1.507, 2.328±.743, 2.065±.297 among house surgeons and an increment to 6.260±1.087, 2.277±.474, 1.659±.659 among final years in the interventional group as when compared with the scores of the non-interventional group. Paired t test also showed significant difference among interventional group while there was no change in the non-interventional group.(p>0.05). Conclusion: BLS/ACLS/PALS training among undergraduates can improve the Knowledge, Attitude and Practice of medical students thereby increasing the resuscitation as well as the survival of patients in emergency care. Keywords: BLS, ACLS , PALS, Resuscitation

scholarly journals The Effect of Reflection Rounds on Medical Students’ Empathy

2021 ◽  
Vol 9 (7) ◽  
Author(s):  
Fred MarkhamJr ◽  
Erica Westlake ◽  
Jennifer DeSantis
Keyword(s):  
Medical Students ◽  
Team Member ◽  
Control Group ◽  
P Value ◽  
Physician Burnout ◽  
Patient Interactions ◽  
Significant Difference ◽  
Pastoral Team ◽  
Physician Patient ◽  
Experimental Group

Background: Students’ decline in empathy during medical school raises concerns. Empathic physician-patient interactions positively impact health outcomes and patient satisfaction, while improving job satisfaction and reducing physician burnout. Reflection rounds may be suitable for maintaining student empathy during training. Hypothesis: Our hypothesis was Reflection Rounds would increase empathy scores of MS3s and results would vary by gender. Methods: MS3s completed the Jefferson Scale of Empathy upon starting and finishing their clerkship. Students in the experimental group attended four 1-hour sessions, led by a clinician and pastoral team member. The control group did not attend sessions. Results: No significant difference in baseline empathy scores was found between the two groups. There was a significant increase in student empathy scores among the experimental group, improving mean score from 114.1 to 116.5, p-value of 0.04. There were no significant changes among the students who did not participate in Reflection Rounds. Differences were found according to gender, with women scoring higher overall than men at baseline and increasing after sessions. Conclusion: These results indicate that Reflection Rounds can improve the empathy of medical students, and warrant further investigation into their effects and utility within medical education.

scholarly journals Effectiveness of Innovative Instructional Module for Professional Competence in Health Literacy in Medical Students

2021 ◽  
Author(s):  
Hui-Fang Yang ◽  
Chia-Chen Chang ◽  
Pei-Ling Tseng ◽  
Hsiang-Ru Lai ◽  
Jaw-Shiun Tasi ◽  
...  
Keyword(s):  
Health Literacy ◽  
Medical Students ◽  
Professional Competence ◽  
Intervention Group ◽  
Role Playing ◽  
Medical Schools ◽  
Estimating Equation ◽  
Control Group ◽  
Significant Difference ◽  
Instructional Module

Abstract BackgroundsPhysicians in medical environments should be equipped with abilities to acquire better understanding, strengthen autonomy, and support their self-management of patients, which will in turn enhance their health literacy. In this study, we developed an innovative instructional module that targeted medical students and measured their professional competence in terms of health literacy. We then implemented the module to investigate whether the intervention helped medical students improve their professional competence in health literacy.MethodsWe adopted a quasi-experimental design and selected three medical schools from northern Taiwan. For the intervention group (n = 98), we assigned fifth-year medical students serving internship at the department of family medicine. Students received a three-hour innovative teaching intervention including teaching materials such as medical simulation videos, role playing, and board games. For the control group (n = 99), we recruited same-level fifth-year medical students from other medical schools. Both groups answered pre-test and post-test questions, and then applied generalized estimating equation (GEE) to measure the effect of teaching intervention.ResultsIn comparing progress margin, there was significant difference (p = 0.001) between the intervention and control groups for knowledge questions, with the intervention group improving 12% more than the control group. In attitude questions, the progress difference was also significant (p = 0.007), with the intervention group improving on average 0.27 more points per question than the control group. In skill questions, the progress difference was likely significant (p = 0.001), with the intervention group improving on average 0.35 more points per question than the control group. The study indicates that the innovative instructional module intervention had significant effect on professional competence in health literacy in all three aspects.ConclusionThe proposed innovative instructional module significantly improved fifth-year medical students’ professional competence in health literacy, which should in turn benefit their future medical practice.

scholarly journals The Effect of Web-based Flipped Classroom Approach on Learning and Satisfaction of Medical Students Comparison with Lecture-based Method

2021 ◽  
Author(s):  
SG Mortazavi Moghadam ◽  
E. Allahyari ◽  
F Vahedi ◽  
M. Zare-Bidaki
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Group Discussion ◽  
Intervention Group ◽  
Control Group ◽  
Final Exam ◽  
Educational Models ◽  
Web Based ◽  
Significant Difference

Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.

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