scholarly journals Lessons from COVID-19: The Perspective of an International Medical Student Back in the United States

2020 ◽  
Vol 8 (1) ◽  
pp. 75-76
Author(s):  
Avnee Nulkar
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Community Care ◽  
Medical Knowledge ◽  
The United States ◽  
Healthcare Systems ◽  
Current Medical ◽  
Community Based ◽  
Improving Patient Care

As current medical students, we are in a unique position. Although we possess some medical knowledge, our hometowns may require a medical diploma to provide clinical aid in the fight against COVID-19. However, upon arrival from my medical school in Ireland to my home state of California, multiple community-based opportunities to assist patients were discovered. While medical students provide community care, we can also observe our surroundings, learn from the current situation, and deduce methods of improving patient care and healthcare systems, with hopes of preventing such repercussions if a similar pandemic were to occur in the future. This experience piece aims to express shifts in a medical student’s perspective amidst COVID-19 and explicate potential ways in which the American healthcare system can improve.

Articulating Practices: Methods and Experiences

1996 ◽  
Vol 1 (2-3) ◽  
pp. 239-247 ◽  
Author(s):  
Arlene M. Katz ◽  
John Shotter
Keyword(s):  
United States ◽  
Primary Care ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Primary Care Physicians ◽  
Ethical Issues ◽  
Medical Knowledge ◽  
The United States ◽  
Mentoring Program

In this article we describe an experimental mentoring program conducted in a major medical school in the Northeast of the United States. In it, primary care physicians mentored medical students in the course of conducting their daily practices. All involved were trained in a special reflecting practice that led them to focus on, and to discuss, concrete events occurring during the day. We illustrate how, both in pairs and in larger meetings, in discussing events within their practice together that they were 'struck by', student-mentees not only came to a more practical grasp of the medical knowledge of the classroom and textbook, but that all involved in the program came to create between them a resourceful community. At work within this program was a practice that functioned, not only to help the students, but the whole ongoing practice: for within it, besides moments of teaching, where other kinds of shared moments to do with the details of clinical practice, ethical issues, administrative problems, and so on — with all involved helping each other with what we have called the appreciative evaluation and elaboration of their practices.

High and Low Levels of Dogmatism in Relation to Personality, Intellectual, and Environmental Characteristics of Medical Students

1970 ◽  
Vol 26 (2) ◽  
pp. 535-544 ◽  
Author(s):  
Isabel R. Juan ◽  
Harold B. Haley
Keyword(s):  
United States ◽  
Medical Students ◽  
Social Values ◽  
Medical Knowledge ◽  
The United States ◽  
General Information ◽  
Religious Values ◽  
Personality Factors ◽  
Attitude Survey ◽  
Low Levels

High and low scorers on dogmatism (Rokeach Form E), selected from among 514 students entering 5 medical schools in various parts of the United States, were compared on values (SIV and AVL), Cancer Attitude Survey (CAS), MCAT, and a biographical questionnaire. The over-all SIV and AVL patterns of the 2 groups differed. High dogmatics favored conformity, recognition, and religious values; low dogmatics, independence and aesthetic and social values. High dogmatics scored significantly higher on belief in personal immortality (CAS III); low dogmatics, on belief in patients' inner resources (CAS I) and on MCAT verbal, quantitative, and general information. Specific biographical differences were also noted. Results implicate basic personality factors in doctors' reception and application of medical knowledge.

scholarly journals Medical Student Wellness in the United States During the COVID-19 Pandemic: a Nationwide Survey

2021 ◽  
Author(s):  
Louis Nikolis ◽  
Andrea Wakim ◽  
William Adams ◽  
Prempreet Bajaj
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Multivariable Analysis ◽  
Nationwide Survey ◽  
The United States ◽  
Depression And Anxiety ◽  
Financial Status ◽  
Linear Mixed Effects ◽  
Student Wellness

Abstract Background: As United States (US) medical students suffer higher rates of depression and anxiety than the general population, medical student wellness has been studied in recent years. One definition describes wellness as having eight dimensions: Intellectual, emotional, physical, social, occupational, financial, environmental, and spiritual. As the coronavirus (COVID-19) pandemic poses unique challenges for medical students, we aimed to compare medical student wellness before and during the COVID-19 pandemic.Methods: An informal survey was created to assess the eight wellness dimensions and distributed via Survey Monkey to US allopathic and osteopathic medical students via email and social media. The survey was administered from March 29, 2020 to June 23, 2020. Univariable and multivariable linear mixed-effects models were used to estimate the change in students’ overall wellness using an 11-point scale ranging from 0 (least well) to 10 (most well). Generalized estimating equations were used to compare students’ responses to the eight dimensions before and during the COVID-19 pandemic.Results: On multivariable analysis, students reported a decline in their overall wellness during COVID-19 (Mdiff = -1.04; p < .001), with Asian respondents reporting almost no change in overall wellness (M = -0.69) compared to White respondents (M = -1.18; p = .049) and Black respondents (M = -1.78; p = .03). Students felt less supported and comfortable with their social (OR = 0.47) and daily (OR = 0.45) environments and expressed decreased satisfaction with their exercise (OR = 0.85), sense of purpose (OR = 0.33), and financial status (OR = 0.75). Students also expressed lower confidence (OR = 0.15) and satisfaction (OR = 0.11) with their medical education and increased anxiety (OR = 3.37) and depression (OR = 2.05).Conclusions: Medical students reported declines in overall wellness and individual wellness dimensions. These findings can be used to implement changes to improve medical student wellness.

scholarly journals Assessment of medical students’ proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States?

2015 ◽  
Vol 12 ◽  
pp. 18 ◽  
Author(s):  
Catherine A Ulman ◽  
Stephen Bruce Binder ◽  
Nicole J. Borges
Keyword(s):  
United States ◽  
Medical Students ◽  
Medical School ◽  
Multiple Choice ◽  
The United States ◽  
School Curriculum ◽  
Current Medical ◽  
Average Score ◽  
Clinical Rotations ◽  
A Current

This study assessed whether a current medical school curriculum is adequately preparing medical students to diagnose and treat common dermatologic conditions. A 15-item anonymous multiple choice quiz covering fifteen diseases was developed to test students’ ability to diagnose and treat common dermatologic conditions. The quiz also contained five items that assessed students’ confidence in their ability to diagnose common dermatologic conditions, their perception of whether they were receiving adequate training in dermatology, and their preferences for additional training in dermatology. The survey was performed in 2014, and was completed by 85 students (79.4%). Many students (87.6%) felt that they received inadequate training in dermatology during medical school. On average, students scored 46.6% on the 15-item quiz. Proficiency at the medical school where the study was performed is considered an overall score of greater than or equal to 70.0%. Students received an average score of 49.9% on the diagnostic items and an average score of 43.2% on the treatment items. The findings of this study suggest that United States medical schools should consider testing their students and assessing whether they are being adequately trained in dermatology. Then schools can decide if they need to re-evaluate the timing and delivery of their current dermatology curriculum, or whether additional curriculum hours or clinical rotations should be assigned for dermatologic training.

scholarly journals Model Orthopaedic Surgical Skills Curriculum for Fourth Year Medical Students

2015 ◽  
Vol 5 (1) ◽  
pp. 1-5
Author(s):  
Benjamin Matthew Wooster ◽  
Samuel Evan Carstensen ◽  
James E Johnson ◽  
Allston Julius Stubbs
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Orthopaedic Surgery ◽  
Skill Training ◽  
The United States ◽  
House Officer ◽  
Surgical Skills ◽  
Unique Challenge ◽  
Fourth Year Medical Students

ABSTRACT Musculoskeletal education in medical schools throughout the United States is inconsistent. Furthermore, formal surgical skill training in medical school is often lacking. Consequently, orthopaedic surgery residents in the United States are faced with a unique challenge as they transition from medical student to house officer in comparison to their peers pursuing more generalized specialties. In response, we designed and successfully implemented an innovative month long elective at Wake Forest University School of Medicine for fourth year medical students who were in the process of applying to ortho paedic surgery residency programs. This course provides medical students with an introduction to the basic skills and common surgical approaches that are commonly utilized early in orthopaedic surgery residency and beyond. While longi tudinal data are needed, we believe this novel month long elective will allow the transition from medical student to house officer to be a smoother and more seamless process. Wooster BM, Carstensen SE, Johnson JE, Stubbs AJ. Model Orthopaedic Surgical Skills Curriculum for Fourth Year Medical Students. The Duke Orthop J 2015;5(1):15. All other authors report no declarations of interest.

The Public Psychiatrist as Educator

2020 ◽  
pp. 149-168
Author(s):  
Sarah E. Baker ◽  
Adam Brenner
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Public Sector ◽  
The United States ◽  
The Public ◽  
Academic Medical ◽  
The Many ◽  
Training Opportunities

Among the many important educator roles of the public psychiatrist is that of teacher for the medical students, residents, and fellows who rotate through her public sector clinic or hospital. Using a case study as its basis, this chapter describes how a public psychiatrist can engage with an academic medical center’s department of psychiatry in order to offer training opportunities in the public sector. It also describes the process for developing medical student clerkships and resident rotations and includes examples from clerkships and resident rotations from throughout the United States.

scholarly journals The Patient History Project: Medical Student Innovation in Improving Medical Care for Asylum Applicants

2021 ◽  
Vol 5 (0) ◽  
Author(s):  
Jennifer Angell ◽  
Jack Buchanan ◽  
Thomas Rogers ◽  
MaryEllen Reisler ◽  
Thomas Rogers ◽  
...  
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Medical Care ◽  
Asylum Seekers ◽  
Clinical Skills ◽  
The United States ◽  
Patient History ◽  
Medical Needs

BackgroundPersons who experienced persecution in their home country may apply for asylum with the United States. This population has complex medical needs complicated by cultural and linguistic barriers. This report outlines the design and evaluation of the Patient History Project (PHxP), a collaborative program between the University of Michigan Asylum Collaborative (UMAC) and a local non-profit, Freedom House Detroit (FHD), to improve the quality of health care for asylum-seekers while training medical students to work with vulnerable populations.MethodsIn the PHxP, medical students trained by UMAC interviewed FHD residents and created electronic medical records that residents could share with subsequent medical providers. These sessions additionally provided an opportunity for asylum-seekers to rehearse health care utilization in the comfort of their home. Surveys of students and asylum-seekers, and a semi-structured interview with FHD staff, were conducted to evaluate the program’s performance on multiple dimensions.ResultsAsylum-seekers reported high levels of overall satisfaction with PHxP and increased confidence in the health care setting. Medical student volunteers reported gaining cultural sensitivity and clinical skills. FHD staff noted greater insight into resident medical needs.ConclusionsAs the number of asylum-seekers in the United States continues to rise, so will the need of specialized services including medical care. This program is one strategy to help address the medical needs of asylum-seekers. Medical schools with programs to provide forensic medical exams and affidavits for asylum-seekers would be particularly well situated for the trial of such a program.

scholarly journals Medical student wellness in the United States during the COVID-19 pandemic: a nationwide survey

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Louis Nikolis ◽  
Andrea Wakim ◽  
William Adams ◽  
Prempreet Bajaj DO
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Multivariable Analysis ◽  
Nationwide Survey ◽  
The United States ◽  
Depression And Anxiety ◽  
Financial Status ◽  
Linear Mixed Effects ◽  
Student Wellness

Abstract Background As United States (US) medical students suffer higher rates of depression and anxiety than the general population, the wellness of medical students is particularly salient. One definition describes wellness as having eight dimensions: Intellectual, emotional, physical, social, occupational, financial, environmental, and spiritual. As the coronavirus (COVID-19) pandemic poses unique challenges for medical students, we aimed to compare medical student wellness before and during the COVID-19 pandemic. Methods An informal survey was created to assess eight wellness dimensions and was distributed via Survey Monkey to US allopathic and osteopathic medical students via email and social media. The survey was administered from March 29, 2020 to June 23, 2020. Univariable and multivariable linear mixed-effects models were used to estimate the change in students’ overall wellness using an 11-point scale ranging from 0 (least well) to 10 (most well). Generalized estimating equations were used to estimate the change in students’ responses to the eight dimensions before and during the COVID-19 pandemic. Results On multivariable analysis, students reported a decline in their overall wellness during COVID-19 (Mdiff = -1.08; p < .001). Asian respondents reported little change in overall wellness (M = -0.65) when compared to White respondents (M = -1.16) and Black respondents (M = -1.57). Students felt less supported and comfortable with their social (OR = 0.47) and daily (OR = 0.45) environments and expressed decreased satisfaction with their exercise (OR = 0.85), sense of purpose (OR = 0.33), and financial status (OR = 0.75). Students also expressed lower confidence (OR = 0.15) and satisfaction (OR = 0.11) with their medical education and increased anxiety (OR = 3.37) and depression (OR = 2.05). Conclusions Medical students reported declines in overall wellness and individual wellness dimensions. These findings can be used to implement changes to improve medical student wellness.

Beyond home and school: community-based media and youth voice on pandemic life in the United States

2021 ◽  
Vol 15 (1) ◽  
pp. 112-116
Author(s):  
Rafi Santo ◽  
David Phelps ◽  
Colin Angevine ◽  
Alexandra Lotero ◽  
Lucy Herz
Keyword(s):  
United States ◽  
School Community ◽  
The United States ◽  
Youth Voice ◽  
Community Based ◽  
Home And School
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