scholarly journals REFLECTION TO GUIDE MEDICAL STUDENTS’ SELFINTROSPECTION AND DEVELOPMENT: A QUALITATIVE REPORT

2020 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Imelda Ritunga ◽  
Etha Rambung
Keyword(s):  
Medical Students ◽  
First Year ◽  
Self Awareness ◽  
Research Subjects ◽  
Self Reflection ◽  
Open Questions ◽  
Future Improvement ◽  
Minimum Number ◽  
Group Interviews ◽  
First Year Medical Students

Background: Reflection is needed by the doctor in interpreting his experience, realizing its limitations so that it will be lifelong learning. In medical learning, self reflection can motivate students to realize their limitations and learn better. The purpose of this study is to explore the experiences of students in reflection learning. Methods: the research method uses a qualitative type with the research subjects being 15 first-year medical students. Reflection is taught at the beginning of education and is practiced in innovation design courses by providing weekly writing self-reflection assignments. The experience of writing self reflection was explored through group interviews (FGD) and in-depth interviews. Open questions are given to students, the results of interviews are verbatim and coding. This study has obtained ethical clearance.Results: the results of the study were divided into 5 themes: perception, self-awareness, future improvement, rules, and other. Participants expressed pleasure in self-reflection, useful for self-reflection, and future improvement. Future improvements vary from no change to the change in perspective and even change in action, which is more disciplined. Rules for a minimum number of words in self-reflection assignments are things are not fun to participants and can make writing blindly. The frequency of writing self-reflection carried out every week is felt to burden the participants. Other draw on participants' statements regarding activities to write reflections that are felt to be useful as part of learning as a writer.Conclusion: learners' perceptions of reflection learning are fun and useful, but students complain about the rules for reflection assignments so design reflection should relevant and contextual.  

scholarly journals Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

2020 ◽  
Vol 27 (09) ◽  
pp. 1895-1901
Author(s):  
Ahmed Murtaz Khalid ◽  
Noman Sadiq ◽  
Aiman Farogh Anjum ◽  
Iffat Naiyar Hashmi ◽  
Misbah Aslam ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
Peer Learning ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Self Reflection ◽  
Medical College ◽  
Innovative Learning ◽  
First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

scholarly journals Promoting self-awareness and reflection through an experiential Mind-Body Skills course for first year medical students

2007 ◽  
Vol 29 (8) ◽  
pp. 778-784 ◽  
Author(s):  
Pamela A. Saunders ◽  
Rochelle E. Tractenberg ◽  
Ranjana Chaterji ◽  
Hakima Amri ◽  
Nancy Harazduk ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
Self Awareness ◽  
First Year Medical Students

scholarly journals ANATOMY VISUAL LEARNING: A NEW MODALITY TO ENHANCE NEUROANATOMY LEARNING IN FIRST-YEAR MEDICAL STUDENTS

2021 ◽  
Vol 10 (1) ◽  
pp. 27
Author(s):  
Sasanthy Kusumaningtyas ◽  
Mochamad Iskandarsyah Agung Ramadhan ◽  
Ria Margiana ◽  
Elvan Wiyarta ◽  
Reynardi Sutanto ◽  
...  
Keyword(s):  
Medical Students ◽  
Visual Learning ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Positive Perception ◽  
Open Questions ◽  
Post Test ◽  
First Year Medical Students ◽  
Interventional Group

Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.

scholarly journals Positive effects of medical hypnosis on test anxiety in first year medical students

2021 ◽  
pp. 1-11
Author(s):  
Christian M. Hammer ◽  
Michael Scholz ◽  
Larissa Bischofsberger ◽  
Alexander Hammer ◽  
Benedikt Kleinsasser ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
First Year ◽  
Positive Effects ◽  
First Year Medical Students

Variation in assessment of first-year medical students' interprofessional competencies by rater profession

2021 ◽  
Vol 24 ◽  
pp. 100424
Author(s):  
Joseph B. House ◽  
Lynze R. Franko ◽  
Fatema Haque ◽  
James A. Cranford ◽  
Sally A. Santen
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Interprofessional Competencies

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

The medical career choice motivations — Results from a Hungarian study

Open Medicine ◽  
2011 ◽  
Vol 6 (4) ◽  
pp. 502-509 ◽  
Author(s):  
Edmond Girasek ◽  
Regina Molnár ◽  
Edit Eke ◽  
Miklós Szócska
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Medical Profession ◽  
Medical Doctor ◽  
First Year ◽  
First Year Students ◽  
Economic Changes ◽  
Traditional Health ◽  
Medical Career ◽  
First Year Medical Students

AbstractSome decades ago being a medical doctor was characterized unambiguously as a profession that offers help and serves the patients’ needs during medical treatment. In today’s society, this image of the medical profession has been substantially changed. The present paper aims to examine medical career choice motivations and preferences of choosing speciality, in the light of current social and economic changes in Hungary. The study was carried out by using a voluntary, self-administrated, questionnaire among first-year medical students and resident doctors in four medical faculties in Hungary. The career choice motivations of the first-year medical students and resident doctors are similar and match to the traditional health profession career choice motivations. Nevertheless the first-year students consider high income as one of the most important factors. They appear more conscious and more ambitious regarding their future speciality choice. The Hungarian health care system and medical education must be prepared for the presence of students that are aware of the high market value of a medical diploma, have excellent language skills, and consider migration as one main factor in their motivation when choosing a medical profession.

scholarly journals Self-instruction in ophthalmoscopy for first-year medical students

1976 ◽  
Vol 51 (9) ◽  
pp. 770-2
Author(s):  
M Z Wile ◽  
E M Chester ◽  
J L Moses ◽  
T H Ham
Keyword(s):  
Medical Students ◽  
First Year ◽  
Self Instruction ◽  
First Year Medical Students
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