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 Factors affecting consultant attitudes to undertaking undergraduate medical student teaching in the UK: a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e042653
Author(s):  
Isobel Marion Harris ◽  
Heather McNeilly ◽  
Hani Benamer ◽  
Derek J Ward ◽  
Alice J Sitch ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Student Teaching ◽  
Data Extraction ◽  
Undergraduate Medical Students ◽  
Systematic Review Methodology ◽  
Factors Affecting ◽  
Persistent Problem ◽  
Medical Student Teaching ◽  
The Uk

ObjectiveThis systematic review aimed to explore consultant attitudes towards teaching undergraduate medical students in the UK.DesignSystematic review.MethodologyStandard systematic review methodology was followed. MEDLINE, EMBASE and OpenGrey were searched from inception to August 2019 to identify studies exploring senior doctors’ attitudes towards teaching undergraduate medical students. Two reviewers independently carried out key methodological steps including study screening/selection, quality assessment and data extraction. A narrative synthesis was undertaken.ResultsFive studies were included in the review dating 2003–2015. Two studies used questionnaires, and three used focus groups/semistructured interviews. Key findings identified across all studies were consultants generally found teaching undergraduate medical students enjoyable, and consultants identified time constraints as a barrier to teaching. Other findings were consultants feeling there was a lack of recognition for time spent teaching, and a lack of training/guidance regarding teaching students.ConclusionsThis is the first systematic review to explore senior hospital doctors’ attitudes towards teaching undergraduate medical students. Despite these five studies spanning 12 years, the same attitudes and issues regarding teaching are identified by all, suggesting lack of time particularly is a persistent problem regarding consultant-based teaching. An anecdotal impression is that consultants are no longer as enthusiastic about teaching as they once were, but it is evident over the 12 years of these studies that enjoyment levels, and presumably enthusiasm, have not changed significantly.

scholarly journals Can Medical Students Evaluate Medical Websites?

2021 ◽  
Author(s):  
Teresa Loda ◽  
Ken Masters ◽  
Stephan Zipfel ◽  
Anne Herrmann-Werner
Keyword(s):  
Medical Students ◽  
Medical Information ◽  
Evaluation Criteria ◽  
The Internet ◽  
Undergraduate Medical Students ◽  
Teaching Intervention ◽  
Website Evaluation ◽  
Factors Affecting ◽  
Keywords Internet ◽  
Need To Evaluate

Objectives: Medical students and practitioners need to evaluate medical information found on the Internet. Most current medical students are familiar with the Internet, but their ability to evaluate material may require additional skills. We aimed to discover the extent to which medical students can evaluate medical websites, criteria used, factors affecting their abilities, and whether a teaching intervention could rectify problems. Methods: A class of 181 undergraduate medical students evaluated an unreliable medically-related website, received a teaching intervention on web site evaluation criteria, and re-evaluated the same site. Results: A total of 149 (82.3%) students participated.  Students spent a mean of 4.69 hours per day on the Internet; there were no significant correlations between demographic indicators and Internet time. On Likert Scales of 1-10, students’ scores ranged from 5-6, with no significant differences between the pre- and post- evaluations, except increased polarisation away from the mean.  Qualitative comments indicated an awareness of relevant criteria, but an overall inability to critically apply them. Conclusion: The results indicate that one cannot make a blanket statement about medical students’ ability to evaluate medical websites, in spite of technological familiarity.  The indications are that website evaluation should be viewed primarily from the information perspective, and that critical thinking ability may play a major role. Because of these overriding factors, short interventions are unlikely to have an impact, and other educational strategies should be developed.  These are necessary to ensure that medical students can function independently as life-long learners and medical professionals. Keywords: Internet; Students, Medical; Oman.

scholarly journals Virtual Delivery of Simulation Education to Undergraduate Medical Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Kay Wu ◽  
Alex Chan ◽  
Avinash Pandey ◽  
Puru Panchal ◽  
Maroof Khalid ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Learning Experience ◽  
Simulated Patients ◽  
Clinical Environment ◽  
Undergraduate Medical Students ◽  
Promising Tool ◽  
Virtual Care ◽  
Simulation Based

Background: The COVID-19 pandemic has restricted in-person clinical training for medical students. Simulation-based teaching is a promising tool to introduce learners to the clinical environment. MacSim is a student-led simulation workshop for learners to develop clinical competencies. The objective of this study was to assess the impacts of MacSim and participants' perspectives regarding simulation-based teaching. Methods: A comprehensive simulation, representative of a virtual care scenario, was delivered to 42 pre-clerkship medical students via video conferencing. In pairs, participants obtained histories and carried out management plans for simulated patients. Participants were surveyed and interviewed. Survey data were analyzed using the Wilcoxon signed-ranks test. Interview transcript data were thematically analyzed. Results: Post-simulation, participants (n=24) felt more prepared to make clinical decisions, collaborate, and communicate in a virtual setting. 92% of respondents agreed MacSim was a valuable learning experience and 96% agreed more simulation-based learning should be integrated into curricula. Emergent themes from interviews (n=12) included: 1) value of simulation fidelity, 2) value of physician feedback, and 3) effectiveness of MacSim in improving virtual clinical skills. Conclusion: Simulation-based teaching is of importance and educational value to medical students. It may play an increasingly prevalent role in education as virtual care is likely to become more prevalent.

scholarly journals Healthcare professionals' perspectives on HIV disclosure of a parent's and a child's illness in Kenya

2016 ◽  
Author(s):  
Grace Gachanja ◽  
Gary J Burkholder ◽  
Aimee Ferraro
Keyword(s):  
Healthcare Professionals ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Hiv Disclosure ◽  
Clinical Officer ◽  
Hiv Positive ◽  
Global Challenge ◽  
Related Information ◽  
Asking Questions ◽  
Qualitative Phenomenological

Background: Many HIV-affected families have both parent(s) and child(ren) infected. HIV disclosure to children continues to be a great global challenge for HIV-positive parents and healthcare professionals (HCPs); parents and HCPs differ on how and when to disclose to children. Methods: Six HCPs including a physician, clinical officer, psychologist, registered nurse, social worker, and a peer educator participated in a larger qualitative phenomenological study conducted to describe the lived experiences of HIV-positive parents and their children during the disclosure process in Kenya. Each HCP underwent an in-depth, semi-structured interview; transcribed data were analyzed using the modified Van Kaam method in NVivo8. Results: Despite HCPs providing parents with regular advice on the benefits of HIV disclosure, fear of stigma, discrimination, and disclosure consequences caused parents to delay disclosure of a parent’s and/or a child’s illness to their HIV-negative and positive children respectively for lengthy periods. While awaiting parental consent for full disclosure, HCPs were forced to provide age-appropriate disease-related information to children. HCPs preference however, was to fully disclose to children in their parents’ presence at the clinic, when children started asking questions and/or displayed maturity and understanding of the illness. Conclusion: Parents are known to prefer disclosing to their children at a time and place of their choosing. Conversely, it appears that HCPs may prefer to disclose to children when they judge the time as being right. For favorable disclosure outcomes, further studies are needed to reconcile the most suitable timing, setting, and person to disclose to HIV-positive and negative children.

scholarly journals Healthcare professionals' perspectives on HIV disclosure of a parent's and a child's illness in Kenya

2016 ◽  
Author(s):  
Grace Gachanja ◽  
Gary J Burkholder ◽  
Aimee Ferraro
Keyword(s):  
Healthcare Professionals ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Hiv Disclosure ◽  
Clinical Officer ◽  
Hiv Positive ◽  
Global Challenge ◽  
Related Information ◽  
Asking Questions ◽  
Qualitative Phenomenological

Background: Many HIV-affected families have both parent(s) and child(ren) infected. HIV disclosure to children continues to be a great global challenge for HIV-positive parents and healthcare professionals (HCPs); parents and HCPs differ on how and when to disclose to children. Methods: Six HCPs including a physician, clinical officer, psychologist, registered nurse, social worker, and a peer educator participated in a larger qualitative phenomenological study conducted to describe the lived experiences of HIV-positive parents and their children during the disclosure process in Kenya. Each HCP underwent an in-depth, semi-structured interview; transcribed data were analyzed using the modified Van Kaam method in NVivo8. Results: Despite HCPs providing parents with regular advice on the benefits of HIV disclosure, fear of stigma, discrimination, and disclosure consequences caused parents to delay disclosure of a parent’s and/or a child’s illness to their HIV-negative and positive children respectively for lengthy periods. While awaiting parental consent for full disclosure, HCPs were forced to provide age-appropriate disease-related information to children. HCPs preference however, was to fully disclose to children in their parents’ presence at the clinic, when children started asking questions and/or displayed maturity and understanding of the illness. Conclusion: Parents are known to prefer disclosing to their children at a time and place of their choosing. Conversely, it appears that HCPs may prefer to disclose to children when they judge the time as being right. For favorable disclosure outcomes, further studies are needed to reconcile the most suitable timing, setting, and person to disclose to HIV-positive and negative children.

scholarly journals Factors affecting the performance of undergraduate medical students: A perspective

2012 ◽  
Vol 37 (2) ◽  
pp. 126 ◽  
Author(s):  
Ananya Mandal ◽  
Arijit Ghosh ◽  
Gairik Sengupta ◽  
Nina Das ◽  
Subir Mukherjee ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Factors Affecting

scholarly journals Exploring factors affecting undergraduate medical students’ study strategies in the clinical years: a qualitative study

2011 ◽  
Vol 16 (5) ◽  
pp. 553-567 ◽  
Author(s):  
Hanan M. F. Al Kadri ◽  
Mohamed S. Al-Moamary ◽  
Margaret Elzubair ◽  
Mohi Eldien Magzoub ◽  
Abdulrahman AlMutairi ◽  
...  
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Study Strategies ◽  
Undergraduate Medical Students ◽  
Factors Affecting
Sign in / Sign up

Export Citation Format

Share Document