scholarly journals THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS

2018 ◽  
Vol 7 (2) ◽  
pp. 143
Author(s):  
Dian Puspita Sari ◽  
Yoga Pamungkas Susani
Keyword(s):  
Medical Students ◽  
Qualitative Methodology ◽  
Situational Awareness ◽  
Clinical Clerkship ◽  
Clinical Environment ◽  
Learning Tasks ◽  
Total Data ◽  
Clinical Environments ◽  
Clinical Clerkships

Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation. Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.

scholarly journals P138 What are medical students’ perceptions of human factors in simulated learning events: a thematic analysis

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Alex Tebbett ◽  
Jo Jennings ◽  
Chris Bannon ◽  
Mike Brown ◽  
Qasim Khan ◽  
...  
Keyword(s):  
Medical Students ◽  
Human Factors ◽  
Thematic Analysis ◽  
Role Models ◽  
Situational Awareness ◽  
Good Practice ◽  
Technical Skills ◽  
Analysis Data ◽  
Clinical Environment ◽  
Good Patient Care

Abstract Introduction Human factors, such as communication skills, are imperative to good patient care. In post-simulation debriefs we discuss these non-technical skills with medical students regularly, but do we have a good appreciation of what the terms mean to them, or what aspects of behaviour, good or bad, they focus on? Method Six human-factor sheets were developed to guide the students in their analysis of events in simulated scenarios. The sheets focused on one of: communication, teamwork, decision making, task management, situational awareness, or a final overview. A brief introduction to each factor was given as well as examples of good practice. The students were encouraged to record in writing what aspects of the scenario went well, and what could be improved, for a chosen skill. These sheets were then collected at the end of the session, with the students’ consent, for anonymous analysis. Data collection commenced last month and will run until December, with an estimated inclusion of about 100 students from two universities. The data will be analysed using thematic analysis performed by multiple researchers. Discussion If we can understand what aspects of these non-technical skills are considered important to our students early on in their career we can better tailor our teaching, both in simulation and in the clinical environment, to foster better performance throughout their training. By understanding what our students perceive, analyse, and internalise we can also reflect on our own practice and interactions to consider how we project as role models to our future colleagues.

scholarly journals STUDENTS’ EXPERIENCES OF INTERACTION WITH THE SUPERVISORS DURING THE TRANSITION TO CLINICAL CLERKSHIPS

2020 ◽  
Vol 9 (2) ◽  
pp. 138
Author(s):  
Dian Puspita Sari ◽  
Yoga Pamungkas Susani ◽  
Dewi Suryani ◽  
Emmy Amalia
Keyword(s):  
Medical Students ◽  
Phenomenological Study ◽  
Educational Goals ◽  
Clinical Environment ◽  
Undergraduate Medical Students ◽  
Clinical Supervisors ◽  
Factors Affecting ◽  
Asking Questions ◽  
Clinical Clerkships ◽  
Qualitative Phenomenological

Background: Transition to clinical clerkships involves significant changes for students in terms of learning environment and approach to learning. As clinical supervisors, doctors are one of the essential learning resources who also provide access for participation in a clinical environment. This study explored undergraduate medical students’ experiences during the transition to clinical clerkships to understand how these experiences affect their learning.This paper aims to report factors affecting students’ interaction with supervisors during the transition period.Method: This was a qualitative phenomenological study. Participants were selected purposely to represent gender and group of student rotations. Eight 4th year medical students (five female, three male) submitted audio diaries during their first 12 weeks of clinical clerkships. Forty-six of the 73 audio diaries collected in the study contained interactions with supervisors, and these interactions were captured in 76 excerpts.Results: Six themes emerged regarding factors affecting the interaction: (1) characters of the supervisors including the willingness to teach, showing concerns, asking questions to test comprehension, inviting explicitly; (2) supervisors’ workload; (3) students’ clinical knowledge and skills; (4) students’ initiatives: actively participating, asking questions; (5) curriculum and organization: the chance to do mutual interaction (i.e.,mini-CEX), clarity of students’ roles and educational goals; (6) senior peers.Conclusions: Interactions between students and supervisors during the transition to clinical clerkships were influenced by factors internal to both parts and external factors like curriculum and organization, workload,and the presence of senior peers. However, during this phase, where students had not developed a situational understanding of the new environment, supervisors’ characters strongly influenced the interactions through the provision of affective support.

scholarly journals The erosion of ambiguity tolerance and sustainment of perfectionism in undergraduate Medical training: Results from multiple samplings of a single cohort.

2020 ◽  
Author(s):  
Silvio Ndoja ◽  
Saad Chahine ◽  
Donald H. Saklofske ◽  
Brent Lanting
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Medical Training ◽  
Short Form ◽  
Inverse Correlation ◽  
Full Time ◽  
Clinical Clerkship ◽  
Tolerance Of Ambiguity ◽  
Single Cohort

Abstract Background: Medicine is a field that is simultaneously factual and ambiguous. Medical students have their first exposure to full time clinical practice during clerkship. While studies have examined medical trainees’ tolerance of ambiguity (TOA), the extent to which TOA is affected by clinical experiences and its association with perfectionism is unknown. The aim of this study was to evaluate the effect of clerkship experience on TOA and perfectionism in medical students.Methods: This was a multiple sampling, single cohort study of students in their first year of clinical clerkship which is comprised of 6 core rotations. Consenting students completed an online anonymous survey assessing their tolerance of ambiguity (TOA) and perfectionism in their first (pre) and last (post) 12 weeks of their clinical clerkship year. Tolerance of Ambiguity in Medical Students and Doctors (TAMSAD) and The Big Three perfectionism scale-short form (BTPS-SF) were used to assess TOA and perfectionism respectively. Pre-Post mean comparisons of TOA and perfectionism were assessed via t-tests. Results: From a total possible sample of 174 clinical clerkship students, 51 students responded to pre-survey, 62 responded to post-survey. Clerkship was associated with a significant decrease in TOA (p<0.00) with mean pre-TOA scores of 59.57 and post TOA of 43.8. Perfectionism scores were not significantly different over time (p>0.05). There was a moderate inverse correlation between TOA and perfectionism before clerkship (r=0.32) that increased slightly after clerkship (r=0.39). Those preferring primary care specialties had significantly lower rigid and total perfectionism scores in pre-clerkship than those choosing other specialties, but this difference was not found post-clerkship.Conclusion: Exposure to clerkship decreased TOA while perfectionism remained stable in medical students. We discuss these findings in the context of an underlying anxiety cycle related to frequent rotation changes. Implications of the role of perfectionism and primary care is discussed. Overall these results require further investigation to better characterize the role of clinical exposure on TOA.

scholarly journals Education Research: The medical student perspective on challenging conversations

Neurology ◽  
2020 ◽  
Vol 95 (5) ◽  
pp. 226-230 ◽  
Author(s):  
Rheaya Willis ◽  
Roy E. Strowd ◽  
Mary C. Barks ◽  
Rachel E. Salas ◽  
Charlene E. Gamaldo ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perspective ◽  
Clinical Environment ◽  
Clinical Communication ◽  
Difficult Conversations ◽  
Group Data ◽  
Opportunities For Learning ◽  
Focus Group Data ◽  
Clinical Clerkships ◽  
Neurology Clerkship

ObjectiveMedical students experience difficult conversations with patients during clinical clerkships. This study aimed to characterize barriers to and opportunities for learning in the setting of challenging conversations.MethodsNeurology clerkship medical students were enrolled prospectively in a concurrent nested mixed methods study. Qualitative data were collected using a postclerkship survey and semi-structured focus groups. Students were asked to reflect on challenging conversations they experienced with patients and to identify the top reasons why conversations were challenging. Responses were analyzed using directed content analysis.ResultsA total of 159 medical students were enrolled (MS2: n = 35 [22%]; MS3: n = 97 [61%]; MS4: n = 27 [17%]). Three themes of difficulty were identified in survey and focus group data: (1) tough clinical realities: how the clinical environment makes conversations challenging; (2) communication skill needs: the difficulty of finding the words to say; and (3) navigating emotions: of patients, clinicians, and students themselves. Tough clinical realities were cited by over two-thirds of students in all years (MS2: n = 30 [86%]; MS3: n = 74 [76%]; MS4: n = 23 [85%]). Communication skills needs were cited most frequently by third-year students (MS2: n = 15 [43%]; MS3: n = 55 [57%]; MS4: n = 10 [37%]). Students early in training were more likely to cite difficulty navigating emotions (MS2: n = 28 [80%]; MS3: n = 71 [73%]; MS4: n = 19 [70%]).ConclusionsMedical students frequently observe and participate in challenging conversations with patients. Here, students identified what makes these conversations most difficult. Communication curricula should leverage clinical communication encounters, prepare students for inherent clinical realities, and help students navigate emotions in the health care setting.

Live, simulated, virtual clinical work experience widens access to medical careers (Preprint)

2020 ◽  
Author(s):  
Lauren Quinn ◽  
Olivia Coldicutt ◽  
Ciara Irwin ◽  
Alex Czepulkowski ◽  
Thaaqib Nazar ◽  
...  
Keyword(s):  
Medical Students ◽  
Work Experience ◽  
Virtual Work ◽  
Real Life ◽  
Clinical Work ◽  
Clinical Environment ◽  
Patient Journey ◽  
Medical Careers ◽  
Insight Into

BACKGROUND The COVID-19 pandemic has prevented students, who are applying to medical school, from undertaking clinical work experience, despite this being critical for them to gain a realistic insight into medical careers. OBJECTIVE We aimed to evaluate the usefulness and benefits of the virtual work experience programme using a pre and post session (unpaired) questionnaire. METHODS Medic Mentor, a not-for-profit, social enterprise, launched a live, virtual, simulated clinical work experience programme made freely available to applying medical students aged 14-18 years across the UK. The one-day programme was developed by a clinical team to reflect real-life clinical practice, and was presented as an acutely unwell patient journey, from clerking a patient actor, to senior review, to further investigations and formulating a management plan. RESULTS A total of 3900 applying medical students joined the programme and the questionnaire achieved a 68% (n=2670) response rate. Prior to the session, 74% had no clinical work experience, and 82% said it was impossible or difficult to gain work experience in the current climate. Following the session, 97% recommended the programme; over 90% said the session replaced in-person clinical work experience; and 94% felt the programme gave them a realistic insight into NHS healthcare. Furthermore, 98% felt the programme was useful, and importantly, 95% felt the programme gave them sufficient time to reflect on the role of a doctor. We observed increased confidence in the understanding of a multidisciplinary team (21% pre vs 81% post-session, p<0.0001) and the role of medical students in the clinical environment (41% pre vs 86% post-session, p<0.0001). CONCLUSIONS We show that a live-streamed, virtual work experience programme is a highly-rated and accessible alternative for applying medical students during the COVID-19 pandemic. We recommend virtual work experience is widely implemented to increase access and to support informed decision making about pursuing a medical career, for the doctors of tomorrow.

scholarly journals Radiology for medical students (1925–2018): an overview

BJR|Open ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 20190050
Author(s):  
Cindy Chew ◽  
Paul Cannon ◽  
Patrick J O'Dwyer
Keyword(s):  
Medical Students ◽  
Student Teaching ◽  
Literature Search ◽  
Clinical Teaching ◽  
Clinical Pathology ◽  
Fold Increase ◽  
Medical Student Teaching ◽  
Clinical Clerkships ◽  
Excellent Tool

Objective: Radiology has been espoused as an excellent tool for educating medical students since 1925. Advances in technology and PACS mean it has never been easier to demonstrate living anatomy and clinical pathology in exquisite detail to students. The aim of this study was to provide an overview of radiologic publications related to teaching medical students and its evolution through time. Methods A literature search was performed from inception to November 2018. The search strategies used both text words and relevant indexing related to “radiology”, “medical students” and “curriculum”. Results: 3589 records were identified of which 377 were included. There was a 100 fold increase in rate of publication over time—most were expository or surveys (60%), with few truly experimental articles. Radiology was used in clinical teaching (67%) and anatomy (33%). Almost half of radiologic anatomy teaching was conducted without the input of a Radiologist. Compulsory clinical clerkships/blocks in radiology was offered infrequently (35%). Female first authorship had increased in the last decade (47%). Conclusion: There is a significant increase in articles published on the role of radiology in medical student teaching in the last decade. Research in this area is required in order to investigate the role of radiology in improving the modern medical students’ education.

Maintaining Situational Awareness: The Role of Visual Attention

1999 ◽  
Author(s):  
Alex Chaparro ◽  
Loren Groff ◽  
Kamala Tabor ◽  
Kathy Sifrit ◽  
Leo J. Gugerty
Keyword(s):  
Visual Attention ◽  
Situational Awareness

The Role of Archives on the Incorporation of the Former Kangwane Homeland to Mpumalanga Province

2018 ◽  
Vol 47 (2) ◽  
Author(s):  
Nkholedzeni Sidney Netshakhuma
Keyword(s):  
South Africa ◽  
Qualitative Methodology ◽  
Management Policy ◽  
Records Management ◽  
Record Keeping ◽  
Mpumalanga Province ◽  
Specific Objective ◽  
National Archives ◽  
And Control

This study was conceptualised in order to assess the strategies used to incorporate the homeland of KaNgwane into Mpumalanga province after the cessation of apartheid in 1994. The specific objective of the study was to investigate the compliance of records and archives with the National Archives and Records Service of South Africa Act (Act No 43 of 1996), during the incorporation of the homeland of KaNgwane into Mpumalanga. The study adopted a qualitative methodology through document analysis, interviews and observations. The key findings revealed that the archives of the former homeland of Kangwane were not aligned with the requirements of the National Archives and Records Service of South Africa Act (Act No.43 of 1996.) Institutions seem to lack experience when it comes to the challenges of storing records and implementing arrangement and control systems. The frequent lack of a records management policy and few to no staff with record-keeping and archival backgrounds was also a concern. A shortage of space to store records safely was also one of the major issues that the study uncovered. There appears to be no concerted effort to retain important historical records. Many records are stored in several different locations in government buildings.  I conclude that archives play an essential role to the nation as the institutional memory.

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

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