scholarly journals Genetics Practice Classes: A Useful Educational Method to Enhance the Learning of Medical Students

2020 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mahdi Bijanzadeh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
High Speed ◽  
Practical Aspect ◽  
Medical Genetics ◽  
Clinical Aspects ◽  
Educational Method ◽  
Practical Experiences ◽  
Open Question

Background: The current curriculum of genetics for medical students in the universities of Iran includes basic and clinical materials that are mainly theory-based. The integration of medical genetics into various aspects of medicine and exposing students to the practical and clinical aspects of genetics play a key role in improving the skills of graduated young physicians. Objectives: The present study aimed to evaluate the viewpoints of medical students regarding the practicality of genetics practice classes. Methods: This descriptive study was conducted using a researcher-made questionnaire, which was completed by 72 medical students at Ahvaz Jundishapour University of Medical Sciences in Ahvaz, Iran. The respondents had a genetics practice class (two-credit course), which was taught in the third semester of basic medical education. The participants were asked about the quality and quantity of the genetics course and teaching methods of the instructor, as well as the practicality of the course. Data analysis was performed in SPSS version 19. Results: The majority of the students (59.7%) believed that the genetics practice class was useful and helped with the better understanding of genetics principles. In addition, 60% of the students stated that the class increased their interest to study and research in medical genetics. In response to the open question, 32% of the students emphasized on teaching more clinical examples by teachers and doing more laboratory tests by students. Conclusions: The practical aspect of medical education is constantly reshaped, and the curricula of medical schools have to encompass new measures to keep up with the high speed of these changes. Each item in the medical genetics education should be accompanied with students’ practical experiences and advanced teaching methods in order to meet the requirements of genetics practice classes and prepare the students for the visitation of genetics patients in hospitals, analysis of laboratory genetic tests, and holding counseling sessions in this regard.

scholarly journals How Service Learning Can Impact Medical Students’ Perceptions of Social Responsibility

2021 ◽  
Vol 8 (2) ◽  
pp. p1
Author(s):  
Sherry A. McDonald ◽  
Chris Cale Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Social Responsibility ◽  
Community Integration ◽  
Research Question ◽  
Educational Method ◽  
Liaison Committee ◽  
Practice Of Medicine ◽  
Eye Opening

As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Education has added accrediting standards mandating Service Learning (SL) in their curriculum. SL is a viable educational method to enhance social responsibility and other elements of professional identity. The problem of implementing highly effective SL projects in medical education was addressed in this study. Kiely’s model of transformational SL was used in this basic qualitative study to examine 10 medical students’ experiences during an SL project. The research question for the study was focused on the students’ descriptions of their experiences to understand how they perceived changes in themselves resulting from participation in SL. Findings from the data collected with semistructured interviews indicated that medical students described SL experiences as beneficial for community integration, educating others, and gratification. They expressed disappointment that they did not know the results of their projects. They related SL experiences that were eye-opening for them and stated that SL influenced their development of compassion as well as their intent to serve their community in their future practice of medicine. The resulting research study consisted of a curriculum plan for a required, credit-bearing SL project. The research contributes to positive social change by the intentional design of a transformative SL curriculum to foster social responsibility development.

scholarly journals Medical education in COVID-19 pandemic: medical students' point of view

2020 ◽  
Vol 53 (4) ◽  
pp. 490-494
Author(s):  
Lucas Ricardo Benfatti Marsilli ◽  
Fernanda Bombonato Smecellato ◽  
Orlando de Castro e Silva Júnior
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Point Of View ◽  
Medical Residency ◽  
Active Teaching ◽  
Multiple Issues ◽  
Open And Distance Learning ◽  
The Impact ◽  
Current Reality

Introduction: With the current reality that we are experiencing with the beginning of the new coronavirus (nCov) pandemic, everyone is dealing with new challenges. Among these, there are medical students, with their practical activities interrupted and many concerns. Objective: This article portrays the experience of medical students attending internship and the impact of the pandemic on medical education. Discussion: Among the multiple issues that students have been experiencing, there is a duality between the desire to engage in the fight against the pandemic and the fear of contamination of their friends and family. Furthermore, there is an increasing offer of online content, such as courses, congresses, and discoveries regarding COVID-19. With the massive adoption of Open and Distance Learning, the student faces the duality between traditional and active teaching methods, in addition to fear about the interruption of practical activities and the question of when they will be re-established. Finally, there are concerns about the students’ future: when and how they will complete the medical course, and the preparation for Medical Residency Exams. Conclusion: It is clear that the pandemic is significantly affecting already concerned medical students, in multiple aspects of their lives, about their training and completion of the course.

Impostor Syndrome: A Calling for a Career in Medical Education? (Preprint)

2020 ◽  
Author(s):  
Marinos G Sotiropoulos
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Personal Experience ◽  
Healthcare Professionals ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Internal Process ◽  
Impostor Feelings ◽  
Impostor Syndrome

UNSTRUCTURED Is it possible that medical students suffer from impostor syndrome due to inadequate teaching methods? Although there is no evidence to support this hypothesis, it is worth exploring: impostor syndrome could be an outcome of defective teaching methodology in medical schools. Students who are most affected may be the ones most invested in growth and learning, and the impostor feelings could signify a tendency to simplify, understand and explain essential concepts. This could translate into a talent in medical teaching. A personal experience that led to a vocation for medical education is used as an example of this internal process that could benefit medical students and healthcare professionals with similar perceptions.

scholarly journals Development of a medical education podcast in obstetrics and gynecology

2021 ◽  
Author(s):  
Kristin Black ◽  
Lindsay Drummond ◽  
Venu Jain ◽  
Margaret Sagle
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Obstetrics And Gynecology ◽  
High Quality ◽  
Conventional Teaching ◽  
Education Resource

Implication Statement: Podcasts are used in medical education to supplement conventional teaching methods such as lectures and reading. We identified a lack of Canadian medical education podcasts covering obstetrics and gynecology (Ob/Gyn) content and created a podcast specific for Canadian medical students and residents. The podcast called “OB-G in YEG” is freely available and currently has fourteen episodes that cover common topics in Ob/Gyn. We describe the process for creating a high-quality medical education resource that is widely accessible to learners that readers may be able to replicate in their own discipline.

scholarly journals Use of simulation in teaching haematological aspects to undergraduate medical students improves student’s knowledge related to the taught theoretical underpinnings

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Laila Alsuwaidi ◽  
Jorgen Kristensen ◽  
Amar HK ◽  
Saba Al Heialy
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Evaluation Framework ◽  
Theory And Practice ◽  
Undergraduate Medical Students ◽  
Educational Method ◽  
Clinical Vignettes ◽  
Simulation Centre

Abstract Background Simulation is an educational method which has several modalities and applications. In the last few decades Simulation-Based Medical Education (SBME) has become a significant influence in medical education. Despite the recognized potential of simulation to be used widely in support of healthcare education, there are no studies focused on the role of simulation in teaching haematology. Moreover, the reaction level is the most commonly reported in medical education. This study evaluates, at two levels of Kirkpatrick’s model, the effectiveness of incorporating SBME in teaching haematological aspects to medical students. Methods A total of 84 second year medical students from two cohorts received theoretical components of Haematopoietic and Immune System in 4 credits course, delivered using lecture approach. First cohort students (n = 49) participated in interactive learning tutorials to discuss clinical vignettes. Second cohort (n = 35) students participated in simulation sessions where the tutorial’s clinical vignettes were developed to clinical simulation scenarios conducted in the simulation centre. The potential influence of the simulation in learning enhancement was evaluated using Kirkpatrick’s Evaluation Framework. Results The students rated the simulation sessions highly and found them to be a valuable learning experience. The category performance summary, generated by the assessment platform, demonstrates improvement in the student’s knowledge enhanced by the SBME. Conclusions Adaptation of SBME in teaching haematological aspects is a feasible way to improve the student’s knowledge related to the taught theoretical foundations. SBME has the potential to enhance the undergraduate medical curriculum and it is expected, in the near future, to be an increasingly recommended educational strategy to bridge the gap between theory and practice.

scholarly journals Histology Study in Undergraduate Medical Education

2020 ◽  
Vol 43 (3) ◽  
pp. 34-40
Author(s):  
Pakpoom Thintharua ◽  
Permphan Dharmasaroja
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Light Microscope ◽  
Teaching And Learning ◽  
Laboratory Practice ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Conventional Light Microscope

Histology is an essential field in the education of medical students, and competent knowledge in histology is very important when studying pathology. Current teaching methods for histology in medical schools involve using a conventional light microscope (CM) with or without a virtual microscope (VM). This review aims to present advantages and disadvantages of using CM and VM in terms of teaching and learning histology in the context of undergraduate medical education. One major advantage of the traditional CM histology learning method in laboratory practice is that this allows students to practice using a light microscope; however, study flexibility is limited as the students cannot take the microscope back home for self-study after the histology class has finished. Costly repairs and maintenance must also be considered when using CM. By contrast, VM technology can provide flexibility and convenience for both students and staffs. This method allows students to both self-study and group-study almost anywhere at any time. This review emphasizes that histology learning in undergraduate medical education using VM is no longer confined to the classroom. However, the basic skill of how to operate a conventional light microscope is still important for medical students because CM is commonly used in the hospital laboratories and some hospitals may not be equipped with VM technology.  

Implementing a unique immersive near-peer-led clinical skills educational bootcamp for early-year clinical medical students

2021 ◽  
pp. postgradmedj-2020-139233
Author(s):  
Umair Khan ◽  
Abdelwakeel Bakhiet
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Clinical Skills ◽  
Data Interpretation ◽  
Peer Teaching ◽  
Teaching Model ◽  
Teaching Performance ◽  
Imaging Data ◽  
Medical Wards

We establish the development of a unique immersive clinical skills bootcamp for third-year medical students, with formal teaching under five key themes: procedural skills day, examinations, imaging, data interpretation and prescribing. Lastly a simulation event was developed to allow the participants to bring the different themes together, in order to successfully manage an acutely unwell patient for their stage of learning using the newly learnt skills. A 4-week bootcamp was developed and delivered to students. A curriculum was developed based on student’s precourse answers to specific questions. Pre and post bootcamp questionnaires were used to assess participants confidence and knowledge using a 5-point Likert scale. A combination of objective structured examination, didactic lectures and group-based discussions were utilised. Tutors’ teaching performance was also analysed. A focus group was held post bootcamp. Bootcamp was delivered to 15 students. Feedback was overwhelmingly positive. Students were more confident in all of the five key domains post bootcamp. All students feel more equipped to take opportunities that arise on medical wards as a result of the skills learnt. Participants were receptive to the combination of teaching methods used. All students would recommend this course to their peers. Early-year clinical students successfully received an immersive goal-directed course with formal teaching. The near-peer teaching model improved participants educational experience. We were able to successfully demonstrate that near-peer teaching is effective when it is goal directed, and further when it addresses areas of medical education whereby there is a disparity in the formal teaching available.

scholarly journals Analysis of Common Clinical Practice Teaching Methods in Medical Colleges and Universities

2021 ◽  
Vol 5 (12) ◽  
pp. 88-92
Author(s):  
Diansong Yang ◽  
Yanxia Chi ◽  
Huiping Liu ◽  
Dongmei Li
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Teaching Reform ◽  
Practice Teaching ◽  
Common Clinical Practice ◽  
Medical Colleges

Clinical practice teaching is an important part of medical education. For medical students in colleges and universities, the teaching method is mostly single before the teaching reform. Innovative clinical practice teaching methods have been implemented in colleges and universities with the deepening of the teaching reform in recent years.

Education on Death and Dying: A Neglected Area in the Medical Curriculum

1975 ◽  
Vol 6 (3) ◽  
pp. 193-198 ◽  
Author(s):  
Edward H. Liston
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Death And Dying ◽  
Psychosocial Aspects ◽  
Life Threatening Illness ◽  
Life Threatening

Very little has been reported about instructing medical students on the psychosocial aspects of life-threatening illness, and there is evidence that this subject has been neglected in medical education. Structured courses are preferable to informal instruction but they are not universally employed, for reasons which are more related to resistance and avoidance than to availability of curriculum time or qualified faculty. Indications are, however, that such education is increasing. Yet to be determined are optimal teaching methods for this subject. Improved communication among educators in this area is needed.

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