scholarly journals Core elements of character education essential for doctors suggested by medical students in Korea: a preliminary study

2020 ◽  
Vol 17 ◽  
pp. 43
Author(s):  
Yera Hur ◽  
Keumho Lee
Keyword(s):  
Medical Students ◽  
Character Education ◽  
Teaching Methods ◽  
Medical Schools ◽  
Character Traits ◽  
Survey Questionnaire ◽  
Education Curriculum ◽  
Core Elements ◽  
Preliminary Study

This preliminary study aims to determine how medical students perceive character education in Korea. A structured survey questionnaire to 10 medical students was conducted between September and December 2018. Out of them, 6 students replied. Students’ responses were classified into elements which were also categorized. Twenty-nine core elements of characters in 8 categories were verified that are essential for doctors and the need for character education. The most frequently suggested categories were “care and respect”, “empathy and communication”, and “responsibility and calling”. Participants also said that various forms of character education are necessary and that they were not satisfied with the character education regarding teaching methods. The results verified the character traits that are most essential for doctors and problems related to current character education. The above results will be helpful to prepare the character education curriculum in medical schools.

When a Dream Becomes a Nightmare: Why do Indigenous australian Medical Students Withdraw from Their Courses?

2008 ◽  
Vol 37 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Isabel Ellender ◽  
Marlene Drysdale ◽  
Janice Chesters ◽  
Susan Faulkner ◽  
Heather Kelly ◽  
...  
Keyword(s):  
Medical Students ◽  
Secondary Schools ◽  
Teaching Methods ◽  
Response Rate ◽  
Medical Schools ◽  
High Rate ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Recruitment And Retention ◽  
The University

AbstractThis paper investigates reasons Indigenous Australian medical students gave for leaving their courses prior to graduation. Indigenous students who had withdrawn or deferred from their medical courses were asked about the barriers and disincentives that had dissuaded them from graduating. Although the response rate to the questionnaire was very low, it opened up a way of looking at the particular experiences of Indigenous students. Of the 12 responses, the most prominent reason given for withdrawing was financial. Most were satisfied with enrolment processes but a number were disappointed with their courses and with teaching methods. More support from the university was the only encouragement that would have persuaded most respondents to continue. This paper explores the reasons for the high rate of withdrawal of Indigenous medical students and concludes by suggesting ways in which secondary schools, universities and their medical schools could respond to the recruitment and retention of Indigenous medical students.

scholarly journals Identification and evaluation of the core elements of character education for medical students in Korea

2019 ◽  
Vol 16 ◽  
pp. 21
Author(s):  
Yera Hur ◽  
Keumho Lee
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Character Education ◽  
Delphi Survey ◽  
Average Score ◽  
Delphi Consensus ◽  
Head Nurse ◽  
Medical Graduates ◽  
The Core ◽  
Core Elements

Purpose: Medicine requires uniquely high levels of motivation, ethics, and altruistic values and behavior. This study was conducted to redefine character education in medical education and to identify and evaluate the core elements of physicians’ character.Methods: A 3-round Delphi survey was conducted among professors of medical education, physicians, experts from nursing schools, and a head nurse in Korea. A consultant group (CG) was formed to prepare the Delphi survey, discuss the research results, and set directions for future initiatives. The 3 rounds of the Delphi survey were conducted between September 2018 and February 2019.Results: From the first-round Delphi survey, which inquired about the 10 key character elements required for medical students, a total of 420 elements were collected. The top 10 categories were selected and classified. After the second and third rounds of the Delphi consensus process and a series of CG meetings, the following 8 core categorical elements were identified: service and sacrifice, empathy and communication, care and respect, honesty and humility, responsibility and calling, collaboration and magnanimity, creativity and positivity, and patience and leadership. The average score of medical graduates for the core elements ranged from 2.45 to 3.46 (standard deviation, 0.23–0.60) on a 5-point Likert scale.Conclusion: Eight core categorical elements of the character of medical students were identified. The results of this study can be used as a reference for establishing the goals and desired outcomes of character education at the level of undergraduate or graduate medical education.

scholarly journals Self-perceived Preparedness to Prescribe Antibiotics Among Swiss Medical Students: Results from a Cross-sectional Survey in four Swiss Universities in 2015.

2020 ◽  
Author(s):  
Alice Ranzani ◽  
Gaud Catho ◽  
Céline Pulcini ◽  
Oliver J. Dyar ◽  
Benedikt D. Huttner
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Clinical Signs ◽  
Antibiotic Use ◽  
Medical Schools ◽  
Further Education ◽  
Perceived Usefulness ◽  
Small Group Teaching ◽  
Cross Sectional ◽  
Adequate Treatment

Abstract BackgroundPrevious studies have highlighted that medical students do not feel well prepared to prescribe antimicrobials. The ESCMID Study Group for Antimicrobial stewardshiP (ESGAP) conducted a survey among European medical students to assess self-reported preparedness about prudent antibiotic use and the perceived lack of education. The aim of the present study was to specifically focus on the perceptions of Swiss medical students. MethodsA cross-sectional web-based survey was conducted in 2015 by ESGAP involving sixth-year medical students from Switzerland. The survey investigated self-reported preparedness on diagnosis and treatment of infections, availability and perceived usefulness of different teaching methods and the perceived need for further education on antibiotic use. “Preparedness scores” were created by calculating the percentage of students who felt sufficiently prepared on each topic. ResultsWe received responses from 137 medical students from 4 medical schools (Bern, Geneva, Lausanne and Zurich). The overall estimated response rate was 19%. Overall, 62% of Swiss students reported needing more education on antibiotics or at least on their prudent use. Teaching methods perceived as more useful were discussion of clinical cases (80.2%), clinical rotation in infectious diseases (77.0%) and small group teaching (75.0%), but the latter 2 were reported as unavailable for nearly half of the students (36.5% and 47.5%, respectively). Almost all of the students felt sufficiently prepared to recognize clinical signs of infection (99.3%), to interpret inflammation markers (94.9%) and to have sufficient knowledge of consequences of antibiotic misuse (95.5%). Less than half of them felt prepared to select the right empirical treatment without using guidelines (33.8%), to identify the need for combination therapy (39.7%) or to select the shortest adequate treatment duration (39.3%). ConclusionsMost Swiss final year medical students feel they need more education on antibiotics. Some of the teaching methods perceived as more useful by students seem still insufficiently available in Swiss medical schools. Active and interprofessional teaching activities can be a first step towards more effective education on prudent antibiotic use.

scholarly journals Online versus classroom teaching for medical students during COVID-19: measuring effectiveness and satisfaction

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Abdullh AlQhtani ◽  
Nasser AlSwedan ◽  
Abdullelah Almulhim ◽  
Raghad Aladwan ◽  
Yara Alessa ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Online Teaching ◽  
Online Survey ◽  
Medical Schools ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Teaching Process ◽  
E Learning

Abstract Background The COVID-19 pandemic and physical distancing have had a significant impact on the conversion of traditional teaching methods to online teaching methods, which although not uncommon in medical schools, has to date only been used for some aspects of the teaching process. Thus, we aimed to measure the effectiveness of e-learning during the COVID-19 pandemic, as well as medical students’ preferences regarding e-learning and classroom teaching, and the possibility of applying it post-pandemic. Methods A cross-sectional online survey of medical students (N = 376) in six medical schools was carried out after their second semester, from August 15 to 20, 2020. Ten parameters were measured for the effectiveness of e-learning based on a 5-point Likert-scale and five parameters were measured for satisfaction. Results e-learning was more or equally effective in four parameters such as assignment submission and meeting individual needs, but less effective in six parameters, including building skills and knowledge, and interaction level. Satisfaction was either high or neutral in all five parameters. Conclusions Our findings have shown that e-learning can assist the teaching process in medical schools in some respects, but cannot be used for the entire teaching process.

Dissection of the Destitute: The Supply of Anatomical Subjects to the Medical Schools of Aberdeen c. 1832–1902

2018 ◽  
Vol 38 (2) ◽  
pp. 238-260 ◽  
Author(s):  
Dee Hoole
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
The City

This article examines the mechanisms and arrangements for the movement of subjects for dissection at Aberdeen after the Anatomy Act, and the methods adopted by the Inspector of Anatomy for Scotland and the teachers of anatomy to implement the Act. There has been limited research on the working of the Anatomy Act in Scotland, which this paper aims to address by demonstrating the uniquely Scottish manner of implementation of the Anatomy Act through the use of the Funeratory system, which worked remarkably smoothly. Regimes and arrangements associated with the dissection and disposal of anatomical remains in the city provide statistics, and give details of unclaimed paupers who became ‘material contributions’ for Aberdeen anatomists and medical students.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

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