scholarly journals Physician recruitment and retention in New Brunswick: a medical student perspective

2016 ◽  
Vol 7 (2) ◽  
pp. e25-31
Author(s):  
Mariah Giberson ◽  
Joshua Murray ◽  
Edward Percy
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Regression Model ◽  
New Brunswick ◽  
Online Survey ◽  
Student Perspective ◽  
Future Research ◽  
Recruitment And Retention ◽  
Canadian Provinces ◽  
Insight Into

Background: Physician recruitment and retention is a priority for many Canadian provinces. Each province is unique in terms of recruitment strategies and packages offered; however, little is known about how medical students evaluate these programs. The purpose of the current study was to determine which factors matter most to New Brunswick (NB) medical students when considering their location of future practice.Method: A survey of NB medical students was conducted. Descriptive statistics were produced and a linear regression model was developed to study factors predictive of a student’s expressed willingness to practice in NB.Results:  158 medical students completed the online survey, which is a response rate of 55%. Job availability and spouse’s ability to work in the province were ranked as the top factors in deciding where to practice. In the final regression model, factors predictive of an expressed desire to practice in NB include being female, living in NB prior to medical school, attending medical school at Université de Sherbrooke, participation in the NB Preceptorship program, and a desire to practice family medicine.Conclusions: This study provides insight into what medical students consider when deciding where to practice. This research may be used to inform physician recruitment efforts and guide future research into medical education and policy.

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

Fourth-Year Podiatric Medical Student Perspectives on Clerkships and Residency Selection

2018 ◽  
Vol 108 (4) ◽  
pp. 311-319 ◽  
Author(s):  
David W. Shofler ◽  
Kathryn Bosia ◽  
Lawrence Harkless
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Learning Experiences ◽  
Residency Programs ◽  
Forefoot Surgery ◽  
Quality Of Learning ◽  
Attending Physicians

Background: The fourth year of podiatric medical school is an important period in the education of the podiatric medical student, a period that consists largely of month-long clerkships. Nonetheless, there has been limited formal study of the quality of learning experiences during this period. Furthermore, there is limited knowledge of how podiatric medical students evaluate residency programs during clerkships. Methods: An online survey was developed and distributed electronically to fourth-year podiatric medical school students. The focus of the survey was the quality of learning experiences during externships, and decision making in ranking residency programs. Results: The most valuable learning experiences during clerkships were interactions with attending physicians, interactions with residents, and general feedback in surgery. Students self-identified that they most improved in the following areas during clerkships: forefoot surgery, clinical podiatry skills, and rearfoot surgery. The areas in which students improved the least were research, pediatrics, and practice management. The three most important factors students considered as they created their rank list were hands-on resident participation in surgical training, the attitude and personality of the residents, and the attitude and personality of the attending physicians. A range of surgical interest was identified among students, and students lacking in surgical interest self-reported less improvement in various surgical topics. Conclusions: The perspectives of fourth-year podiatric medical students are currently an underused resource. Improved understanding can help residency programs improve the quality of associated learning experiences and can make their programs more appealing to potential residency candidates.

Medical student and psychiatrist perceptions towards a psychiatric career

2017 ◽  
Vol 22 (4) ◽  
pp. 315-323
Author(s):  
Thomas Flamini ◽  
Natasha R. Matthews ◽  
George S. Castle ◽  
Elliot M. Jones-Williams
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Family Life ◽  
Design Methodology ◽  
Online Survey ◽  
Structured Interview ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to investigate perceptions towards a career in psychiatry among medical students and psychiatrists and identify how recruitment into the specialty may be improved. Design/methodology/approach This study locally compares medical student and psychiatric doctor responses to a structured online survey and structured interviews with key managerial figures in the Humber NHS Foundation Trust. Findings Comparison across two main areas (pre-decision exposure to psychiatry and reasons for considering a psychiatric career) found that both students and doctors were influenced to make a choice about a career in psychiatry during medical school. Medical students found compatibility with family life to be more important when considering psychiatry, whereas doctors cited content-based reasons as significant pull factors. Stigma and fear of being harmed deterred some students from choosing a career in psychiatry. Structured interview responses reiterated the importance of pre-medical school and undergraduate mentorship in bolstering future recruitment to psychiatry. Practical implications Medical students perceive certain career issues differently to their postgraduate counterparts. Widening the content-based appeal of psychiatry and optimising the medical school experience of the specialty via varied and high-quality placements may be a key step towards tackling the national shortfall in qualified psychiatrists. Originality/value This is the first published study comparing medical student and psychiatric doctor perceptions of a career in psychiatry.

scholarly journals Medical education too: sexual harassment within the educational context of medicine – insights from undergraduates

2020 ◽  
Author(s):  
Eva Schoenefeld ◽  
Bernhard Marschall ◽  
Berit Paul ◽  
Helmut Ahrens ◽  
Janina Sensmeier ◽  
...  
Keyword(s):  
Medical Students ◽  
Sexual Harassment ◽  
Medical School ◽  
Online Survey ◽  
Task Force ◽  
Univariate Analysis ◽  
Physical Contact ◽  
Categorical Variables ◽  
Physical Assault ◽  
Online Questionnaire

Abstract Background: Assessment of the presence and characteristics of sexual harassment in academic medicine is of global and increasing issue. Only limited data on the German situation are available so far.Methods: To assess the extent of sexual harassment and to identify persons involved an online survey was conducted in the student population of the medical school of Münster, Germany. A questionnaire was sent digitally via lock box after translation into German. Data were analyzed by descriptive statistical methods such as categorical variables. Baseline characteristics, e.g. answers by male or female medical students, were correlated with their individual experiences and perpetrator groups by means of univariate analysis. The anonymous online questionnaire was sent to all medical undergraduates at Münster Medical School between 1st October and the 30th November 2018.Results: A total of 2162 medical students were asked to participate: 623 (28.8%) completed the survey. Sexual harassment is a significant issue among medical students at Münster. About 87.6% of those being victim of some form of verbal and /or physical assault were female; the majority by patients, followed by superiors and less frequently by colleagues. All students who had experiences with forced physical contact were females (100%). 58.9% of undergraduates were exposed to sexually harassing behaviour. 41.3% of those suffered from verbal and 31.8% from physical assaults, respectively. 8.5% of them faced forced physical contact. Perpetrators were mostly male superiors and male patients.Conclusions: Sexual harassment within medical educational field and working place exist in a huge German medical school and interventions are actually established by an independent voluntary task force to increase communication, reflection and instill prevention measure.

scholarly journals Memes in medical education

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Jerome Crowder ◽  
Ye Kyung Song
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Visual Media ◽  
Digital Space ◽  
Professional Authority ◽  
Dominant Discourses ◽  
Financial Burdens ◽  
Insight Into

Memes are highly malleable forms of visual media that provide insight into the dominant discourses within a community. This essay presents the top meme posts on /r/medicalschool, a thread on Reddit, an anonymous news-aggregating site, which are the most discussed posts by users, who are predominantly medical students. Within this digital space, users attempt to make meaning of the process of professionalization and what their new roles have in store for them. Studying those memes’ accompanying comments, we find that the majority of posts center on perceptions of diminishing professional authority. These perceptions likely stem from an ontological insecurity due to significant financial burdens, debt, and risk involved in going to medical school.

scholarly journals The Attitudes of Medical Students for Their Roles and Social Accountability in the COVID-19 Pandemic Era

2020 ◽  
Author(s):  
Jihoon Hong ◽  
Ikjae Jung ◽  
Mingeol Park ◽  
Kyumin Kim ◽  
Sungook Yeo ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Rating Scales ◽  
School Curriculum ◽  
Social Accountability ◽  
New Normal ◽  
Adequate Knowledge ◽  
The Impact

IntroductionIn this study, we aimed to explore the attitude of medical students toward their roles and social accountability in this pandemic era. An online survey asked questions covering the topics of 1) the role of medical students in the pandemic era; 2) Medical education in the ‘new normal,’ and 3) the impact of COVID-19 on medical students. MethodsThe online survey, developed by a team consisting of 3 medical students, 3 psychiatric residents, and 3 psychiatric professors, was distributed to medical students, graduates, and professors in a single South Korean medical school. Anxiety symptom rating scales, including the Stress and Anxiety to Viral Epidemic - 6 (SAVE-6) scale and the Generalized Anxiety Disorder - 7 (GAD-7) scale, were also applied to measure participant anxiety level.ResultsAll of the 213 medical students, 180 graduates, and 181 professors that participated in this online survey were at the same medical school. Medical students indicated their willingness to join the healthcare response to the COVID-19 pandemic if requested; however, graduates and professors recommended that medical students continue their medical school curriculum rather than join the response. In the new normal era, medical education was considered to be changed appropriately. Moreover, adequate knowledge of COVID-19 infection and spread must be considered for the continuation of clinical clerkships during the pandemic. Overall, medical students who indicated anxiety about treating possible or confirmed cases rated higher on the SAVE-6 scale. Finally, medical students who reported that COVID-19 had an influence on their studies and daily life rated higher on the general anxiety scale (GAD-7). ConclusionSocial accountability is an important issue for medical students in the pandemic era. At the same time, cultivating professionalism is also important for the readiness for the future healthcare responses.

scholarly journals Dealing with Academic Difficulty in Medical School: A Pilot Study

2020 ◽  
Vol 10 (3) ◽  
pp. 83
Author(s):  
Bunmi S Malau-Aduli ◽  
Robin A Ray ◽  
Teresa O’Connor ◽  
Yolanda van der Kruk ◽  
Faith O Alele ◽  
...  
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Medical School ◽  
Academic Failure ◽  
Future Research ◽  
Structured Interviews ◽  
Academic Advisor ◽  
Online Surveys ◽  
Academic Difficulty ◽  
Loss Of Self

Some students struggle through medical school and do not have the confidence to seek help. This pilot study sought to explore the challenges and needs of medical students experiencing academic difficulty. Semi-structured interviews and online surveys were used to collect data from an academic advisor and thirteen medical students who had experienced academic difficulty. Unexpected academic failure and the loss of self-efficacy contributed to students hiding their academic difficulty and avoiding available support systems. Despite the sampling limitations, the findings of this pilot study have value in giving direction to future research. Programs that will change the current attitudes to academic difficulty, normalising access to support and encouraging early intervention, are needed to build the capacity for excellence among these students.

Creating a User-Driven Student Perspective in a Nepalese Medical School

2012 ◽  
Vol 2 (1) ◽  
pp. 49-52
Author(s):  
P. Ravi Shankar
Keyword(s):  
Medical Students ◽  
Medical School ◽  
South Asia ◽  
Medical Schools ◽  
Student Perspective ◽  
The Internet ◽  
Private Medical School ◽  
Written Materials

Medical students and the number of medical schools are increasing in Nepal and South Asia. The student perspective does not receive sufficient attention in most schools. In this paper, the author shares initiatives in creating a user-driven student perspective in a private medical school in Lalitpur, Nepal. Communication was a key component and the author used the internet extensively to communicate with students in addition to printed written materials.

scholarly journals Emergency medicine preclerkship observerships: evaluation of a structured experience

CJEM ◽  
2009 ◽  
Vol 11 (03) ◽  
pp. 235-239 ◽  
Author(s):  
Rick Penciner
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Medical School ◽  
Role Models ◽  
Online Survey ◽  
Career Decisions ◽  
Convenience Sample ◽  
University Of Toronto ◽  
Perceptions And Attitudes ◽  
The University

ABSTRACT Objective: Medical students are expected to make residency and career decisions early in their undergraduate medical education. In medical school curricula, there is limited exposure to emergency medicine (EM) in the preclerkship years. The purpose of this study was to evaluate a structured EM observership program for preclerks by surveying the students’ perceptions and attitudes about the program following their participation. Methods: A structured observership program was developed and implemented at the University of Toronto Medical School in February 2007. All first- and second-year students were eligible to participate on a voluntary basis. Nine emergency department (ED) teaching sites were enlisted, with each site recruiting interested preceptors. The observership consisted of two 4-hour shifts with 1 preceptor at 1 site. Specific expectations were provided to the students at the start of the observership. A convenience sample was used for the period between Feb. 26 and Nov. 4, 2007, to conduct an anonymous online survey about the students' experience after the ob servership. Results: During the study period, 82 students completed 99 observerships at 9 sites with 54 different preceptors. Of the 82 students who completed the observerships, 70 students completed the survey. Overall, all the students (70/70) found the experience to be worthwhile. Most students (68/70) viewed the preceptors as good role models. As a result of the observership, 47 of 70 students reported that their attitudes about and interest in EM had changed and most (59/70) planned on exploring other opportunities in EM (e.g., electives). Conclusion: Structured EM observerships are viewed by medical students to be worthwhile. These observerships can change attitudes about and interest in EM and allow students to make more informed career choices.

scholarly journals Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise

10.28945/3641 ◽  
2017 ◽  
Vol 12 ◽  
pp. 001-016 ◽  
Author(s):  
Jan Gube ◽  
Seyum Getenet ◽  
Adnan Satariyan ◽  
Yaar Muhammad
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Research Progress ◽  
Student Perspective ◽  
Future Research ◽  
Structured Interviews ◽  
Professional Career ◽  
The Right ◽  
High Level

Aim/Purpose: This paper considers the role of supervisors’ discipline expertise in doctoral learning from a student perspective. Background: Doctoral students need to develop expertise in a particular field of study. In this context, developing expertise requires doctoral students to master disciplinary knowledge, conventions and scholarship under the guidance of supervisors. Methodology : The study draws on a mixed-method approach, using an online survey and semi-structured interviews conducted with doctoral students. Contribution: The paper brings to the fore the role of supervisors’ discipline expertise on doctoral students’ research progress. Findings: The survey data suggest that doctoral students nominate their supervisors on the basis of their discipline expertise. They also view supervisors’ expertise as key to the development of ‘insider’ knowledge of their doctoral research. Recommendations for Practitioners: Supervisors play a pivotal role in helping doctoral students overcome intellectual barriers by imparting their discipline knowledge as well as balancing satisfactory doctoral completion rate and high quality student experience. Impact on Society : Doctoral supervision equips doctoral students with the right arsenal to be able to competently operate within their field and prepares them for their future research or professional career that demands a high level of discipline expertise. Future Research: The scope of the findings leaves open a discussion about the experiences of doctoral students matched with non-discipline expert supervisory teams; for example, the extent of the mismatch and its ramifications.

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