scholarly journals The Impediment in Acquiring Clinical Skills by Medical Students during the COVID-19 Pandemic

2020 ◽  
Vol 59 (233) ◽  
Author(s):  
Avilasha Singh
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Clinical Education ◽  
Clinical Skills ◽  
Patient Interaction ◽  
Hands On ◽  
Medical Undergraduates

With the country being in lockdown for almost seven months now, all the academic studies from school to college have been shifted online. While online learning has been going on fine with some adjustments and compromises, clinical education for medical undergraduates has been seriously affected. Without the proper student-patient interaction and hands-on-experiences, acquiring clinical skills by the students has been difficult.

scholarly journals Virtual COVID-19 Clinical Teaching Session:

2020 ◽  
Vol 8 ◽  
pp. 1-5
Author(s):  
Jessica Allman ◽  
Mohamad Moussa ◽  
Shivam Shah ◽  
Madison Rectenwald ◽  
Casey Pollard ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Online Learning ◽  
Medical Students ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Learning Opportunities ◽  
The Novel ◽  
Interactive Approach ◽  
Hands On

The novel SARS-CoV-2 virus, or COVID-19, has caused a pandemic in the past year that has significantly impacted the health care system and medical education. This virus has uniquely impacted Emergency Medicine, as many COVID-19 patients suffer from acute respiratory distress or failure and require emergent stabilization. While physicians, residents, and medical students would all benefit from hands-on training on the medical management and stabilization of COVID-19 patients, this is not feasible due to risk of transmission and spread of the virus. Students have missed countless hours of hands-on clinical education because of the shift to online learning or emergency remote learning due to these concerns. A PowerPoint presentation was given via Webex by Emergency Medicine physicians and residents to medical students in hopes of bridging this gap. The lecture presented information on diagnosis, clinical management, and clinical course of COVID-19 positive patients in the Emergency Department. Students were able to engage with Emergency Medicine physicians and ask questions in real time. A pre-session survey and post-session survey were administered via Google Forms to assess students’ confidence in six different domains. There was significant improvement in all six domains of the survey when comparing the pre-session and post-session survey confidence intervals with a p<0.05 being statistically significant. It was found that storytelling of patient management was an effective way to demonstrate clinical skills critical for physicians such as advocating for patients. This presentation highlights the utility and effectiveness of an interactive approach to the virtual education of medical students during the COVID-19 pandemic while adhering to online learning and social distancing formats. In addition, this model can be applied to substitute for other clinical learning opportunities that are not currently available to students due to the pandemic.

Morning in refugee health: an introduction for medical students

2015 ◽  
Vol 11 (2) ◽  
pp. 86-94 ◽  
Author(s):  
Pauline S. Duke ◽  
Fern Brunger ◽  
Elizabeth Ohle
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Clinical Education ◽  
Clinical Skills ◽  
Refugee Health ◽  
Community Context ◽  
Successful Implementation ◽  
Health Providers ◽  
Content Type

Purpose – Migration is increasing worldwide. health care practitioners must provide care to migrants in a culturally competent manner that is sensitive to cultural, political and economic contexts shaping health and illness. Many studies have provided strong evidence that health providers benefit from training in cross-cultural care. Cultural competence education of medical students during their early learning can begin to address attitudes and responsiveness toward refugees. At Memorial University in Canada, the authors designed “Morning in Refugee Health”, an innovative program in cultural competency training for first year medical students in the Clinical Skills and Ethics course. The purpose of this paper is to discuss these issues. Design/methodology/approach – Here the authors introduce the curriculum and provide the rationale for the specific pedagogical techniques employed, emphasizing the consideration of culture in its relation to political and economic contexts. The authors describe the innovation of training standardized patients (SPs) who are themselves immigrants or refugees. The authors explain how and why the collaboration of community agencies and medical school administration is key to the successful implementation of such a curriculum. Findings – Medical students benefit from early pre-clinical education in refugee health. Specific attention to community context, SP training, small group format, linkages between clinical skills and medical ethics, medical school administrative and community agency support are essential to development and delivery of this curriculum. As a result of the Morning in Refugee Health, students initiated a community medical outreach project for newly arriving refugees. Originality/value – The approach is unique in three ways: integration of training in clinical skills and ethics; training of SPs who are themselves immigrants or refugees; and reflection on the political, economic and cultural contexts shaping health and health care.

scholarly journals Medical Students in Russia evaluate the training during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Arina Ziganshina
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Clinical Training ◽  
Learning Experience ◽  
Medical Schools ◽  
Knowledge Assessment ◽  
Instruction Time ◽  
Medical Undergraduates ◽  
Level Of Knowledge ◽  
Self Instruction

Introduction: The aim of the study was to obtain feedback from medical students in Russia regarding online learning experience during COVID-19 Pandemic. Methods: 130 040 students from 46 Medical Schools of Russia have completed an original evaluation form validated by 6 experts. Criterion and construct validity were determined in a pilot study (n = 46). The study design was based on the use of Google forms. Visual Analog Scale from 1 to 10 was used by the participants to assess the level of knowledge acquired. Results: 95.31% of the medical schools in Russia switched to online learning during the Pandemic. 39.8% of the students stated that the time to prepare for the class has doubled. For 19.9% of them it increased by one third, 26.6% - did not report on changes. 38,4% of the participants were happy with particular elements of online learning, 27.5% - like such a format, 22.9% - do not like it, and 11.2% - could not answer the question. The average scores for the knowledge assessment were 5.9 for the humanities, 6.1 for fundamental science, and 6.0 for clinical training. Discussion: Remote learning was described by the medical undergraduates in Russia as the increased self-instruction time and perception of decreased level of knowledge gained. Only particular components of the “new normal” can be considered for use beyond the pandemic.

scholarly journals Physiotherapist-led musculoskeletal education: an innovative approach to teach medical students musculoskeletal assessment techniques

2021 ◽  
Author(s):  
Cyril Boulila ◽  
Élise Girouard-Chantal ◽  
Christophe Gendron ◽  
Matthew Lassman ◽  
Timothy Dubé
Keyword(s):  
Medical Students ◽  
Small Groups ◽  
Clinical Skills ◽  
Learning Activities ◽  
Master's Level ◽  
Musculoskeletal Education ◽  
Hands On ◽  
Assessment Techniques ◽  
Medical Programs ◽  
Physiotherapy Students

Implication Statement We developed physiotherapist-led interprofessional (IP) workshops for medical students each dedicated to a specific anatomical region. The workshops alternated between theoretical presentations from a physiotherapist about basic musculoskeletal (MSK) assessment techniques and hands-on practice in small groups with feedback from Master’s-level physiotherapy students (MPT). The workshops created an optimal IP learning environment where medical students can learn MSK assessment techniques and MPTs can apply their knowledge and clinical skills. Academic institutions with physiotherapy and medical programs seeking to develop IP learning activities should foster opportunities for IP collaboration between physiotherapy and undergraduate medical education.

scholarly journals Perception of online teaching in medical education in the backdrop of COVID- -19 lockdown: a cross- – sectional study among medical students of NEIGRIHMS

2021 ◽  
Vol 8 (12) ◽  
pp. 5913
Author(s):  
Markordor Lyngdoh ◽  
Ningombam Joenna Devi ◽  
Gajendra Kumar Medhi
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Data Entry ◽  
Cross Sectional Study ◽  
Appropriate Technology ◽  
Sectional Study ◽  
Cross Sectional ◽  
Medical Undergraduates ◽  
Sudden Transition

Background: The current COVID-19 pandemic has forced us to adopt online teaching for medical learning. While there are undoubtedly benefits that online learning provides, the sudden transition to online teaching presented different challenges to the students as well as the teachers. The aim of this study is to explore the perception and experiences of medical undergraduates on online classes in the backdrop of COVID-19 pandemic.Methods: A cross-sectional study was conducted among 166 medical students in NEIGRIHMS who had exposure to online teaching during the COVID-19 pandemic. A semi-structured questionnaire was distributed after getting informed consent. SPSS 21 version software for Windows was used for data entry and analysis.Results: Eight in 10 of the students do not prefer online learning. Moreover, they believe that practical skills will not develop through online learning. They cite internet connectivity, device-related and software- related issues as the main difficulties they faced during online classes.Conclusions: More than two-thirds of the students do not prefer online learning. The institution can be advised to provide the students with adequate skills and knowledge coupled with appropriate technology to address the issue. 

scholarly journals Novel Longitudinal and Propensity Score Matched Analysis of Hands-On Cooking and Nutrition Education versus Traditional Clinical Education among 627 Medical Students

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
Dominique J. Monlezun ◽  
Benjamin Leong ◽  
Esther Joo ◽  
Andrew G. Birkhead ◽  
Leah Sarris ◽  
...  
Keyword(s):  
Medical Students ◽  
Propensity Score ◽  
Medical School ◽  
Nutrition Education ◽  
Clinical Education ◽  
Meta Analysis ◽  
Traditional Education ◽  
Inverse Variance ◽  
Hands On ◽  
Disease Epidemics

Background. Physicians are inadequately equipped to respond to the global obesity and nutrition-associated chronic disease epidemics. We investigated superiority of simulation-based medical education with deliberate practice (SBME-DP) hands-on cooking and nutrition elective in a medical school-based teaching kitchen versus traditional clinical education for medical students.Materials and Methods. A 59-question panel survey was distributed to an entire medical school twice annually from September 2012 to May 2014. Student diet and attitudes and competencies (DACs) counseling patients on nutrition were compared using conditional multivariate logistic regression, propensity score-weighted, and longitudinal panel analyses. Inverse-variance weighted meta-analysis (IVWM) was used for planned subgroup analysis by year and treatment estimates across the three methods.Results. Of the available 954 students, 65.72% (n=627) unique students were followed to produce 963 responses. 11.32% (n=109) of responses were from 84 subjects who participated in the elective. SBME-DP versus traditional education significantly improved fruit and vegetable diet (OR = 1.38, 95% CI: 1.07–1.79,p=0.013) and attitudes (OR = 1.81, 95% CI: 1.40–2.35,p<0.001) and competencies (OR = 1.72, 95% CI: 1.54–1.92,p<0.001).Conclusions. This study reports for the first time superiority longitudinally for SBME-DP style nutrition education for medical students which has since expanded to 13 schools.

scholarly journals Impact of COVID-19 on medical undergraduate students’ academics and its ramifications

2020 ◽  
Vol 0 ◽  
pp. 1-4
Author(s):  
Arshi Syal ◽  
Yajur Arya ◽  
Monica Gupta
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Teaching ◽  
Clinical Skills ◽  
Univariate Analysis ◽  
Skills Training ◽  
Online Questionnaire ◽  
Medical Undergraduate ◽  
Hands On ◽  
The Impact

Objectives: COVID-19 pandemic has dramatically affected undergraduate medical education all over the world. This effect is most noteworthy on the medical students as clinical orientation and hands-on training are crucial toward development of basic medical skills. Various modifications to the methods of online teaching have been adopted in response to this pandemic to maintain continuity of medical education; however, we do not yet know the implications of this change. Material and Methods: To study the impact of this pandemic on medical students and to have a first-hand estimate of the adversities and challenges faced by them, an online questionnaire-based survey was conducted, administered through Google Forms maintaining anonymity. They were asked a series of multiple choice questions pertaining to the effects of this pandemic on their curriculum and academic activities. The responses received were analyzed by univariate analysis. Results: Almost half (46.4%) of students reported a decreased interest in medicine after suspension of hands on teaching/practical classes. A total of 136 respondents (69.38%) felt that they became less productive in studies during the pandemic. Approximately 74% respondents felt less motivated to study at home. More than two-thirds of the respondents felt that on graduation, their clinical skills will be inferior to the students who graduated during the “non-COVID” era. About 84.69% of students believed that their examinations should be postponed hoping to get appropriate clinical experience once things normalize. Conclusion: Majority of the students feel less motivated and less productive, amidst the transition. The major area that has been compromised is the clinical skills training, a crucial adjunct to theoretical teaching in medical schools, and almost all students believe that their clinical skills in the long term would remain inferior to those who graduated before this pandemic.

Clinical skills for medical students: a hands–on guide

BMJ ◽  
2002 ◽  
Vol 324 (Suppl S2) ◽  
pp. 020239a
Author(s):  
Andrew Moscrop
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Hands On

scholarly journals Promoting Clinical Skills Acquisition and Proficiency Using Video Modelling Among Medical Students in Preclerkship

2018 ◽  
Vol 14 (15) ◽  
pp. 387
Author(s):  
Haret Akudo Agbarakwe
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Clinical Training ◽  
Teaching And Learning ◽  
Clinical Medicine ◽  
Clinical Skills ◽  
Skills Acquisition ◽  
Ex Post ◽  
Skills Laboratory ◽  
Research Questions

This study was designed to make bare the importance of a proficiency driven curriculum, the need to foster self -directed and self- motivated learners hence the study investigated the factors influencing the acquisition of clinical skills and skills proficiency in preclerkship clinical education using video modelling among medical students in MacArthur Clinical Skills Laboratory (MCSL). It adopted the ex-post facto design. The population of the study was three hundred and eight(308) 4 th and 5 th year medical students who took the course Introduction to Clinical Medicine (ICM). Four research questions and four hypotheses guided the study. The instrument titled clinical skills acquisition through video modelling questionnaire (CSATVMQ) was developed and used to collect data. The reliability of the instruments was established using the Cronbach Alpha method of internal consistency. The reliability coefficients of the sub scales of CSATVMQ were 0.57, 0.84, 0.86, 0.95, respectively for self- directed learning, clinical skills acquisition, frequency of visitation and proficiency. Simple percentage was employed for analyzing the research questions while the hypotheses were tested using the chi-square. The findings established that the utilization of video modelling technique for the promotion of clinical skills acquisition and proficiency was not dependent on gender, academic level and age of medical students, also further test with lambda ( λ) indicated no relationship with a λ value of 0.0 between the dependent and independent variables studied. The researcher therefore recommend that College of Health Sciences, University of Port Harcourt should allocate more time in their Faculty lecture timetable to provide students with adequate practice hours and feedback sessions while enforcing it as a compulsory teaching and learning technique to enhance proficiency and self –evaluation of learnt skills during preclerkship clinical training.

scholarly journals Early exposure to hands-on surgical training encourages urological interest in undergraduate medical students

2020 ◽  
Author(s):  
Tomokazu Kimura ◽  
Kosuke Kojo ◽  
Atsushi Ikeda ◽  
Shuya Kandori ◽  
Takahiro Kojima ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Surgical Training ◽  
Clinical Skills ◽  
Clinical Clerkship ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Hands On ◽  
Before And After ◽  
Fourth Year Medical Students

Abstract Background: Urological education is as important as surgical training for undergraduates. However, those in undergraduate medical schools have less exposure to surgery and urology as their curriculum focuses more on clinical skills, particularly community-based healthcare for a super-aging society. This study aimed to evaluate whether urologic hands-on training could encourage surgical and urological interest in medical undergraduate students. Methods: A one-day elective program in urologic surgery at the University of Tsukuba, particularly in robotic, laparoscopic, and endoscopic surgeries, was offered to 58 fourth-year medical students in 2018 and 2019, prior to their clinical clerkship. The average age of participants was 22 (range: 21–25) years. We assessed scores (1–5 Likert-type items) in training activity, interest in surgery, and interest in urology before and after the course. Results: Before attending the program, average scores in interest in urology were 3.53 in 2018 and 3.15 in 2019. After training, the total likely scores of this program in 2018 and 2019 were 4.59 and 4.76, respectively. The likely scores in surgery increased after the program; however, this was not significantly different to that prior to the program. However, the average interest scores in urology were significantly increased to 3.91±0.63 (p<0.05) and 3.88 ± 0.58 (p<0.01) in 2018 and 2019, respectively, indicating a motivation to pursue surgery and urology following clinical clerkship, 1 year after training. Conclusions: Urological hands-on training facilitated interest in urology in medical students prior to their clinical clerkship. Early experience in actual urological procedures could encourage medical students to consider specializing in urology and pursue a career as a urological specialist.

Sign in / Sign up

Export Citation Format

Share Document