scholarly journals The value of a core clinical rotation in urology for medical students

2015 ◽  
Vol 9 (11-12) ◽  
pp. 392 ◽  
Author(s):  
Premal Patel ◽  
Jasmir G Nayak ◽  
Thomas B McGregor
Keyword(s):  
Medical Students ◽  
Core Curriculum ◽  
Medical Curriculum ◽  
Foley Catheter ◽  
Undergraduate Medical Students ◽  
Exact Test ◽  
Before And After ◽  
Chi Squared ◽  
Fourth Year Medical Students ◽  
Mandatory Rotation

<p><strong>Introduction:</strong> In 2013, our institution underwent a change to the undergraduate medical curriculum whereby a clinical urology rotation became mandatory. In this paper, we evaluated the perceived utility and value of this change in the core curriculum.</p><p><strong>Methods:</strong> Third year medical students, required to complete a mandatory 1-week clinical urology rotation, were asked to complete a survey before and after their rotation. Fourth year medical students, not required to complete this rotation, were also asked to complete a questionnaire. Chi-squared and Fisher’s exact test were used for data analysis.</p><p><strong>Results:</strong> In total, 108 third year students rotated through urology during the study period. Of these, 66 (61%) completed the prerotation survey and 54 (50%) completed the post-rotation survey. In total, there were 110 fourth year students. Of these, 44 (40%) completed the questionnaire. After completing their mandatory rotations, students felt more comfortable managing and investigating common urological problems, such as hematuria and renal colic. Students felt they had a better understanding of how to insert a Foley catheter and felt comfortable independently inserting a Foley catheter. Importantly, students felt they knew when to consult urology and were also more likely to consider a career in urology. Compared to fourth year students, third year students felt urology was an important component to a family medicine practice and felt they had a better understanding of when to consult urology.</p><p><strong> Conclusion:</strong> The introduction of a mandatory urology rotation for undergraduate medical students leads to a perceived improvement in fundamental urological knowledge and skill set of rotating students. This mandatory rotation provides a valuable experience that validates its inclusion.</p>

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.

scholarly journals Impact of Early Exposure to Simulation Program on Undergraduate Medical Students’ Interest in Urology

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Tomokazu Kimura ◽  
Kosuke Kojo ◽  
Masanobu Shiga ◽  
Ichiro Chihara ◽  
Atsushi Ikeda ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Clinical Clerkship ◽  
Early Exposure ◽  
Undergraduate Medical Students ◽  
Community Based ◽  
Hands On ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
The University

Background: Urological education is as important as surgical training for undergraduates. However, students in undergraduate medical schools have less exposure to urology as their curriculum focuses more on clinical skills, particularly community-based healthcare for a super-aging society. This study aimed to evaluate whether urology-related hands-on training could increase the interest of undergraduate medical students in urology. Methods: A 1-day elective program in urological surgery at the University of Tsukuba, particularly in robotic, laparoscopic, and endoscopic surgeries, was offered to 85 fourth-year medical students from 2018 to 2020, prior to their clinical clerkship. The average age of the participants was 22 (range: 21-25) years. We used a scoring system that comprised 1-5 Likert-type items to assess training activity, interest in surgery, and interest in urology before and after the course. Results: Before attending the program, the average scores of interest in urology were 3.53 in 2018, 3.15 in 2019, and 3.00 in 2020. The scores in surgery increased after the program; however, this was not significantly different from scores prior to the program. However, the average interest scores in urology were significantly increased to 3.91 ± 0.63 ( P < .05), 3.88 ± 0.58 ( P < .01), and 4.00 ± 0.61 ( P < 0.01) in 2018, 2019, and 2020, respectively. Total likely scores of this program in 2018, 2019, and 2020 were 4.59, 4.76, and 4.88, respectively, indicating a motivation to study surgery and urology during clinical clerkship. Conclusions: Urological hands-on training facilitated interest in urology in medical students prior to their clinical clerkship.

scholarly journals The Effectiveness of a Foundation Year 1 Doctor Preparation Course for Final Year Medical Students

2021 ◽  
Vol 8 ◽  
pp. 238212052098418
Author(s):  
William Beedham ◽  
Kasun Wanigasooriya ◽  
Georgia R Layton ◽  
Ley Taing Chan ◽  
Adnan Darr ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Core Curriculum ◽  
Junior Doctor ◽  
Hidden Curriculum ◽  
Medical Curriculum ◽  
Primary Objective ◽  
Rank Test ◽  
Significant Difference ◽  
Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors. Method: A 2-day, practical course titled ‘Preparation 2 Practice’ delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results ( P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course ( P = .004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

scholarly journals Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ali Alamer ◽  
Fawaz Alharbi
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Distance Teaching ◽  
Undergraduate Medical Students ◽  
Student Attendance ◽  
Perceived Satisfaction ◽  
Fourth Year Medical Students ◽  
Self Administered Questionnaire

Abstract Background The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students’ perceived satisfaction and concerns. Students’ perceptions were correlated with their attendance, grades, and frequency of technical difficulties. Methods The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students’ attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. Results A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. Conclusion Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions.

scholarly journals Usability testing of an e-learning resource designed to improve medical students’ physical activity prescription skills: a qualitative think-aloud study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e042983
Author(s):  
Helen Carter-Roberts ◽  
Richard Antbring ◽  
Manuela Angioi ◽  
Gemma Pugh
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical Curriculum ◽  
Think Aloud ◽  
Undergraduate Medical Students ◽  
Learning Resource ◽  
Physical Activity Counselling ◽  
Exercise Medicine ◽  
Activity Promotion ◽  
E Learning

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

scholarly journals Creative Legal Study among Undergraduate Medical Students: Sharing Technique from Mae Fah Luang University

2021 ◽  
Author(s):  
Arnon Jumlongkul
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Medical Profession ◽  
Competency Assessment ◽  
Undergraduate Medical Students ◽  
End Of Life Decisions ◽  
Legal Study ◽  
Novel Approach ◽  
Medical Professions ◽  
Health Laws

In Thailand, the topic of medical ethics and laws related to medical professions has been one part of the national competency assessment criteria. The objective of this article was to design legal issues into the medical curriculum and to share experiences of creative legal study. Legal contents were inserted into 10 subjects and taught for year 1 to year 6 medical students. Students were divided into multi-groups or received individual tasks and then, shared their knowledge and idea for solving legal problems. The results showed they could interpret and create novel ideas for legal and ethical reconstruction, including the topic of the principle of laws, criminal laws, civil and commercial laws, public health laws, organ donation/transplantation, end of life decisions, and legal liability for the medical profession. Finally, the creative legal study can be used as a novel approach to support creativity among medical students.

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Effect of epidemiology batch posting in improving attitude towards research among medical students

2020 ◽  
Vol 7 (3) ◽  
pp. 1158
Author(s):  
Aparnavi P. ◽  
Venkatesh U. ◽  
Priyanka S. ◽  
Shalini S.
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Statistical Significance ◽  
Sampling Technique ◽  
Rank Test ◽  
New Delhi ◽  
Undergraduate Medical Students ◽  
Indian Medical ◽  
Wilcoxon Sign Rank

Background: Epidemiology batch posting (EBP) is conducted only in a few Indian medical colleges for undergraduate students to orient them with research methodologies. EBP is designed to overcome the lacuna in knowledge on attitude towards scientific research amongst medical students. The objective of the study was to study the effect of EBP in improving attitude towards research among medical students.Methods: A pre-post study was conducted on a batch of 40 students (consecutive sampling technique) posted for EBP in Department of Community Medicine, at VMMC and Safdarjung Hospital, New Delhi during October-November 2017. This was well above the required sample size of 16 calculated using G Power 3.1. Data was collected using R-ATR (revised attitude towards research) Data was found to be non-parametric by applying tests of normality. Hence Wilcoxon sign rank test was used to find the statistical significance in change of attitude between pre and post-tests.Results: Participants mean age was 20.50±1.58 yrs and 75% of them were males. The median attitude towards research usefulness increased from 5.25 to 6.75 following EBP. In the domain of positive predisposition towards research, there was an overall positive change in attitude from a median of 4.00 to 5.25. A negative change was shown in ‘research anxiety’ domain, from a median score of 5.00 to 3.00.Conclusions: Authors recommend that Indian medical curriculum should mandate a small group learning model such as EBP for all undergraduate medical students to bring about a positive attitude towards research and to reduce their anxiety levels.

Clinical Education and the Computer: A Proposed Model for Computer-Aided Learning in the Medical Curriculum

1997 ◽  
Vol 5 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Tim J. Lambert ◽  
Kenneth C. Kirkby ◽  
John C. Dunn
Keyword(s):  
Medical Students ◽  
Teaching Strategies ◽  
Clinical Education ◽  
Interactive Multimedia ◽  
Medical Curriculum ◽  
Undergraduate Medical Students ◽  
Proposed Model ◽  
Computer Aided ◽  
Computer Aided Learning

The aim of this paper is to examine the proposition that computer-aided learning (CAL), which utilises interactive multimedia-based teaching strategies, positively enhances the acquisition of selected clinical recognition skills by undergraduate medical students.

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