Impostor Syndrome: A Calling for a Career in Medical Education? (Preprint)

2020 ◽  
Author(s):  
Marinos G Sotiropoulos
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Personal Experience ◽  
Healthcare Professionals ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Internal Process ◽  
Impostor Feelings ◽  
Impostor Syndrome

UNSTRUCTURED Is it possible that medical students suffer from impostor syndrome due to inadequate teaching methods? Although there is no evidence to support this hypothesis, it is worth exploring: impostor syndrome could be an outcome of defective teaching methodology in medical schools. Students who are most affected may be the ones most invested in growth and learning, and the impostor feelings could signify a tendency to simplify, understand and explain essential concepts. This could translate into a talent in medical teaching. A personal experience that led to a vocation for medical education is used as an example of this internal process that could benefit medical students and healthcare professionals with similar perceptions.

Community-engaged medical education: helping to address child health and social inequality

2021 ◽  
pp. edpract-2021-322024
Author(s):  
Ravi Parekh ◽  
Arti Maini ◽  
Bethany Golding ◽  
Sonia Kumar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Child Health ◽  
Social Inequality ◽  
Case Studies ◽  
Healthcare Professionals ◽  
Authentic Learning ◽  
Local Communities ◽  
Local Health ◽  
Symbiotic Relationship

Medical education has a key role in helping to address child health and social inequality. In this paper we describe the rationale for developing a community-engaged approach to education, whereby medical schools partner with local communities. This symbiotic relationship enables medical students to experience authentic learning through working with communities to address local health and social priorities. Case studies of how such approaches have been implemented are described, with key takeaway points for paediatric healthcare professionals wanting to develop community-engaged educational initiatives.

scholarly journals Medical education in COVID-19 pandemic: medical students' point of view

2020 ◽  
Vol 53 (4) ◽  
pp. 490-494
Author(s):  
Lucas Ricardo Benfatti Marsilli ◽  
Fernanda Bombonato Smecellato ◽  
Orlando de Castro e Silva Júnior
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Point Of View ◽  
Medical Residency ◽  
Active Teaching ◽  
Multiple Issues ◽  
Open And Distance Learning ◽  
The Impact ◽  
Current Reality

Introduction: With the current reality that we are experiencing with the beginning of the new coronavirus (nCov) pandemic, everyone is dealing with new challenges. Among these, there are medical students, with their practical activities interrupted and many concerns. Objective: This article portrays the experience of medical students attending internship and the impact of the pandemic on medical education. Discussion: Among the multiple issues that students have been experiencing, there is a duality between the desire to engage in the fight against the pandemic and the fear of contamination of their friends and family. Furthermore, there is an increasing offer of online content, such as courses, congresses, and discoveries regarding COVID-19. With the massive adoption of Open and Distance Learning, the student faces the duality between traditional and active teaching methods, in addition to fear about the interruption of practical activities and the question of when they will be re-established. Finally, there are concerns about the students’ future: when and how they will complete the medical course, and the preparation for Medical Residency Exams. Conclusion: It is clear that the pandemic is significantly affecting already concerned medical students, in multiple aspects of their lives, about their training and completion of the course.

scholarly journals The Change of Medical Education Landscape in the Midst of COVID-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 97-101
Author(s):  
Fahisham Taib ◽  
Mohd Najib Mat Pa
Keyword(s):  
Medical Education ◽  
Paradigm Shift ◽  
Online Teaching ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Face To Face ◽  
New Learning

The COVID-19 outbreak started late 2019 has systematically changed the lives of people around the globe. Medical schools have to implement changes in the teaching methodology to observe social distancing order. The pandemic perpetuates a paradigm shift in medical teaching, from face-to-face to virtual and online teaching. Virtual teaching has become the new learning norm but limited in replacing clinical teaching. It has been considered as one of the most viable options for the long-term durability and continuity of medical education. The fluidity of such educational changes, especially during the pandemic warrants preparation of the online infrastructure learning, literacy of the learners and preparation by the teachers during this period.

scholarly journals Genetics Practice Classes: A Useful Educational Method to Enhance the Learning of Medical Students

2020 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mahdi Bijanzadeh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
High Speed ◽  
Practical Aspect ◽  
Medical Genetics ◽  
Clinical Aspects ◽  
Educational Method ◽  
Practical Experiences ◽  
Open Question

Background: The current curriculum of genetics for medical students in the universities of Iran includes basic and clinical materials that are mainly theory-based. The integration of medical genetics into various aspects of medicine and exposing students to the practical and clinical aspects of genetics play a key role in improving the skills of graduated young physicians. Objectives: The present study aimed to evaluate the viewpoints of medical students regarding the practicality of genetics practice classes. Methods: This descriptive study was conducted using a researcher-made questionnaire, which was completed by 72 medical students at Ahvaz Jundishapour University of Medical Sciences in Ahvaz, Iran. The respondents had a genetics practice class (two-credit course), which was taught in the third semester of basic medical education. The participants were asked about the quality and quantity of the genetics course and teaching methods of the instructor, as well as the practicality of the course. Data analysis was performed in SPSS version 19. Results: The majority of the students (59.7%) believed that the genetics practice class was useful and helped with the better understanding of genetics principles. In addition, 60% of the students stated that the class increased their interest to study and research in medical genetics. In response to the open question, 32% of the students emphasized on teaching more clinical examples by teachers and doing more laboratory tests by students. Conclusions: The practical aspect of medical education is constantly reshaped, and the curricula of medical schools have to encompass new measures to keep up with the high speed of these changes. Each item in the medical genetics education should be accompanied with students’ practical experiences and advanced teaching methods in order to meet the requirements of genetics practice classes and prepare the students for the visitation of genetics patients in hospitals, analysis of laboratory genetic tests, and holding counseling sessions in this regard.

scholarly journals Development of a medical education podcast in obstetrics and gynecology

2021 ◽  
Author(s):  
Kristin Black ◽  
Lindsay Drummond ◽  
Venu Jain ◽  
Margaret Sagle
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Obstetrics And Gynecology ◽  
High Quality ◽  
Conventional Teaching ◽  
Education Resource

Implication Statement: Podcasts are used in medical education to supplement conventional teaching methods such as lectures and reading. We identified a lack of Canadian medical education podcasts covering obstetrics and gynecology (Ob/Gyn) content and created a podcast specific for Canadian medical students and residents. The podcast called “OB-G in YEG” is freely available and currently has fourteen episodes that cover common topics in Ob/Gyn. We describe the process for creating a high-quality medical education resource that is widely accessible to learners that readers may be able to replicate in their own discipline.

scholarly journals Comparison of seminar and lecture as teaching method and student perception on the seminar and lecture in medical education

2021 ◽  
Vol 7 (2) ◽  
pp. 188
Author(s):  
Chidambaram Dharmambal ◽  
Somasundaram Anavarathan
Keyword(s):  
Medical Education ◽  
Teaching Methods ◽  
Teaching Method ◽  
Student Perception ◽  
Teaching Methodology ◽  
Chi Square ◽  
Significant Difference ◽  
Didactic Lecture ◽  
Mean Differences ◽  
Post Hoc

<p><strong>Background:</strong> The current teaching methodology in medical education is mostly lecture. Many studies have mentioned that lectures alone are ineffective in bringing up student interaction and skills. Published literature reports that students are willing to accept innovative and interactive teaching methodologies. A study was conducted to compare the seminar vs. lectures in medical teaching and to describe perception of medical students about seminar and lecture.</p><p><strong>Methods</strong>: For comparison between seminar and lecture 88 participants from third MBBS students were randomly assigned for the Seminar and lecture methods including cross over technique by splitting the topic of leprosy into two parts. We conducted pre and post-tests after each session for both groups with the same questionnaire with total score of 36 for 36 questions. For opinion study we used a simple closed ended questionnaire on perception of on the two teaching methods. Data was analysed using SPSS software for computation of mean differences in the score and chi square proportions appropriately.</p><p><strong>Results</strong>: Least significant difference post hoc test indicates difference in the teaching methods. Mean score difference between pre and post-tests in both methods demonstrate that seminar is effective teaching method (p&lt;0.05). Seminar evoked interest, provided more opportunities interact. In both methodologies schematic arrangement of the topic and improvement in communication skills was similar.</p><p><strong>Conclusions</strong>: Seminar was effective than didactic lecture interest and active participation as well as improves the ability to understand. To impart effective learning a combination of different teaching methods have to be used.</p>

scholarly journals USE OF ADVANCED TEACHING METHODS IN THE TRADITIONAL SYSTEM OF MEDICAL EDUCATION-AN OVERVIEW

2020 ◽  
pp. 108-110
Author(s):  
Kamath Mahusudana
Keyword(s):  
Information Technology ◽  
Medical Education ◽  
Teaching Methods ◽  
Quality Education ◽  
Medical Teaching ◽  
Traditional System ◽  
Advanced Teaching

Globalization and information technology has made an impact on education. Experts don’t want to compromise in the quality of the teachers. The market influences the teachers. The drastic shift in Education is observed in the present era, now a day everything is commercialized and student treated as a client. Advances in medical education are greatly influencing contemporary medical teaching. It is right time us to focus on these issues and deliver the quality education to traditional system learns. KEYWORDS: Teaching, Traditional, Medical education

scholarly journals Medical learning in a private hospital: patients' and companions' perspectives

2009 ◽  
Vol 127 (2) ◽  
pp. 101-104 ◽  
Author(s):  
Arthur de Carvalho Jatobá e Sousa ◽  
Carolina da Rocha Machado Tajra ◽  
Rodolfo de Souza Coelho ◽  
Ciro Martins Gomes ◽  
Ricardo Afonso Teixeira
Keyword(s):  
Intensive Care Unit ◽  
Medical Education ◽  
Intensive Care ◽  
Medical Students ◽  
Private Hospital ◽  
Tertiary Care ◽  
Teaching Hospitals ◽  
Waiting Room ◽  
Cross Sectional ◽  
Medical Teaching

CONTEXT AND OBJECTIVE: Contact with patients has important implications for medical students' education. Previous studies have shown that patients in teaching hospitals have positive views about medical education. The aim here was to assess the acceptability of medical education among patients and their companions in a non-teaching private hospital that is planning to implement a medical teaching program in the near future. DESIGN AND SETTING: Cross-sectional study conducted in a 200-bed tertiary-care private hospital in Brasília. METHODS: Between March and April 2005, patients and their companions in three different sections of the hospital (intensive care unit, ward and emergency waiting room) were surveyed using a questionnaire. RESULTS: The questionnaire was completed by 209 volunteers. The majority of the volunteers (178; 85%) said that they would allow a student to be present during consultations. Of these, 102 (57%) said that they would like to have a student present. Acceptance of the presence of students was higher among males (males 93%; females 81%; P = 0.026). Intensive care unit respondents said that they would like medical students to be present more frequently than the other two groups said this (ward 48%; emergency room 49%; intensive care unit 74%; P = 0.011). CONCLUSIONS: Not only were medical students well accepted but also their presence during consultations was desired by many patients and their companions. These findings may be of great value for plans to implement medical teaching programs in private hospitals.

The Anomalous Position of Parasitology in the Medical Curriculum in England

Parasitology ◽  
1924 ◽  
Vol 16 (2) ◽  
pp. 248-250
Author(s):  
George H. F. Nuttall
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Personal Experience ◽  
Medical Curriculum ◽  
Tropical Medicine ◽  
The Other ◽  
Limited Extent ◽  
Other Hand ◽  
Short Courses

Although Parasitology, broadly interpreted, includes the study of parasitic bacteria within its sphere, bacteriology is excluded from consideration here because it is assumed that a knowledge thereof is sufficiently recognised as essential by those who deal with medical education. At any rate bacteriology is more or less adequately taught to medical students and candidates for the Diploma in Public Health, although it receives insufficient consideration in courses leading to the Diploma in Tropical Medicine and Hygiene. On the other hand, parasitology is taught to candidates for the latter diploma to the limited extent that is allowed in the too short courses of instruction that are at present given for the diploma. Medical students in general learn next to nothing of parasitology beyond what they pick up in the course of their preliminary zoological training. I base these statements on personal experience, extending over many years, as teacher and examiner. Similar conclusions to these have been reached by others who are able to form an objective opinion.

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