Clinical Practice Of Medical Students Research Articles

Point-of-Care-ultrasound in undergraduate medical education: a scoping review of assessment methods

BackgroundPoint-of-Care-Ultrasound (POCUS) curricula have rapidly expanded in undergraduate medical education (UME). However, the assessments used in UME remain variable without national standards. This scoping review characterizes and categorizes current assessment methods using Miller’s pyramid for skills, performance, and competence of POCUS in UME.A structured protocol was developed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). A literature search of MEDLINE was performed from January 1, 2010, to June 15, 2021. Two independent reviewers screened all titles and abstracts for articles that met inclusion criteria. The authors included all POCUS UME publications in which POCUS-related knowledge, skills, or competence were taught and objectively assessed. Articles were excluded if there were no assessment methods used, if they exclusively used self-assessment of learned skills, were duplicate articles, or were summaries of other literature. Full text analysis and data extraction of included articles were performed by two independent reviewers. A consensus-based approach was used to categorize data and a thematic analysis was performed.ResultsA total of 643 articles were retrieved and 157 articles met inclusion criteria for full review. Most articles (n = 132; 84%) used technical skill assessments including objective structured clinical examinations (n = 27; 17%), and/or other technical skill-based formats including image acquisition (n = 107; 68%). Retention was assessed in n = 98 (62%) studies. One or more levels of Miller’s pyramid were included in 72 (46%) articles. A total of four articles (2.5%) assessed for students’ integration of the skill into medical decision making and daily practice.ConclusionsOur findings demonstrate a lack of clinical assessment in UME POCUS that focus on integration of skills in daily clinical practice of medical students corresponding to the highest level of Miller’s Pyramid. There exists opportunities to develop and integrate assessment that evaluate higher level competencies of POCUS skills of medical students. A mixture of assessment methods that correspond to multiple levels of Miller’s pyramid should be used to best assess POCUS competence in UME.

Effects of bedside team-based learning on pediatric clinical practice in Chinese medical students

BackgroundBedside teaching is a primary educational tool to improve the clinical practice of medical students. As a new medical pedagogical approach, team-based learning (TBL) is gradually being integrated into Chinese medical education programmes to promote clinical reasoning, knowledge application, teamwork and collaboration. The aim of this controlled study is to investigate the effects of TBL on pediatric bedside teaching in medical students.MethodsThirty medical students in pediatric clinical practice were randomly assigned to an intervention and a control group. Students in the intervention group exposed bedside teaching activity with TBL while students in the control group received traditional bedside teaching. Teaching for the two groups was conducted biweekly, and the same clinical cases were selected for both groups with the same instructors. After six months of clinical practice, the differences of learning outcomes between the two groups were compared through assessments by computer-based case simulations (CCS) and mini-Clinical Evaluation Exercise (mini-CEX). Student feedback following completion of bedside teaching was collected by questionnaire.ResultsThe CCS scores in the intervention group were significantly higher than that in the control group (p < 0.05). The mini-CEX results showed that clinical judgment and counseling skills of the intervention group were higher than those in the control group (p < 0.01). Medical interviewing skills and overall clinical competence in the intervention group were better than those in the control group (p < 0.05). In the questionnaire survey, students in the intervention group believed that bedside teaching activity with TBL could promote active learning ability, improve counseling skills and strengthen teamwork.ConclusionsApplication of TBL in bedside teaching not only enhanced clinical practice skills among medical students but also improved their clinical reasoning and counseling skills.

Research on the Effect of Big Data Flipped Classroom Combined with Scenario Simulation Teaching: Based on Clinical Practice of Medical Students

With the rapid development of information technology and the deepening of education reform, flipped classroom, as a new teaching mode, has received considerable attention from the education circle as soon as it appeared. This paper analyzes the teaching design principles of big data flipped classroom combined scenario simulation, constructs the teaching design model of big data flipped classroom combined scenario simulation in medical clinical practice, and explores the application and effect of the teaching method of big data flipped classroom combined scenario simulation. In this paper, the experimental group takes care of fusion simulations combined with the flipped classroom teaching method, and the routine control group uses the traditional teaching method; the scores of the two groups on theory, learning initiative, clinical practice, and critical thinking ability allow comparing the teaching effect, concluding that health care integration scenario simulation combined with flipped classroom teaching methods is new. It is beneficial to improve the learning ability, improve the ability of medical cooperation, enhance the sense of humanistic care, and so on. Analysis and comparison concludes that turning medical fusion simulations combined with classroom teaching, promoting the medical students on medical students’ clinical practice to master theoretical knowledge and practical operation ability, and improving the ability of critical thinking ability and care will lead medical students to make a study of basic knowledge of medicine helping to cultivate the graduate student’s study enthusiasm, stimulating interest in learning, improving the comprehensive quality of medical specialty, and making it worth popularizing in practice teaching.

THE ROLE OF “CLINICAL PRACTICE” DISCIPLINE IN PREPARATION OF FUTURE SPECIALISTS OF HIGHER MEDICAL EDUCATIONAL INSTITUTIONS

Резюме. Клінічна практика студентів-медиків одна із найважливіших складових професійної підготовки будь-якого спеціаліста і є центральним елементом викладання і вивчення навчальної програми. Клінічна практика з терапії є процесом закріплення теоретичних знань, практичних умінь і навичок, отриманих в процесі навчання студента, і формування універсальних та професійних компетенцій майбутнього лікаря-терапевта, сімейного лікаря, лікаря загальної практики, тобто набуття досвіду у вирішенні реальних професійних завдань.&#x0D; На кафедрі внутрішньої медицини №2 та медсестринства із 2020-2021 навчального року введена вибіркова дисципліна «Клінічна практика в терапії» для студентів 5 курсу медичного факультету (спеціальність «лікувальна справа», «педіатрія»). Клінічна практика в терапії складається із трьох змістових модулів: «Основні методи обстеження та діагностики в кардіології», «Особливості обстеження та діагностики в ревматології, гастроентерології, нефрології. Діагностика основних інфекційних хворіб», «Клінічна практика в пульмонології, ендокринології, гематології».&#x0D; На практичних заняттях велика увага приділяється виконанню практичних навичок і умінню розв’язувати ситуаційні задачі. Студенти вдосконалюють свої навички з фізикального обстеження всіх органів і систем та встановлюють ступінь їх порушення, навчаються реєстрації електрокардіограми, проводити серцево-легеневу реанімацію, пікфлуометрію, аспірацію кісткового мозку, інтерпретувати результати лабораторних та інструментальних методів дослідження, обґрунтовувати та формулювати попередній діагноз, призначити лікування і вибрати подальший маршрут пацієнта залежно від діагностованої патології.

Nutrition Education in Portuguese Medical Students: Impact on the Attitudes and Knowledge.

Nutrition has been underrepresented in the curriculum of many medical schools and therefore physicians do not feeladequately prepared to provide dietary counselling. The aim of the present study is to determine the impact of a Nutrition and Metabolismcurricular unit on nutrition attitudes, knowledge and confidence on future clinical practice of medical students. All the students enrolled in the curricular unit (2017/2018) were invited to complete a questionnaire assessingtheir nutritional knowledge and eating habits at the beginning and at the end of the semester (n = 310). Initially, students reported good eating habits and nutrition knowledge. These aspects improved at the end of the study.Moreover, students reported that they felt more confident to do dietary counselling after intervention. Most medical students answered affirmatively to all questions related with good habits or eating behaviours, and theacquisition of knowledge had an impact in specific attitudes. After the Nutrition and Metabolism classes the students felt able to providedietary counselling in different clinical settings, but none of the students felt extremely confident about their competencies for dietarycounselling. This can be due to the fact that the students involved were in the first year of the integrated master's degree in medicine,which is a preclinical year, and thus distant from the medical reality and from contact with patients. Nutrition education can have a positive impact on attitudes and eating behaviours, knowledge and in the perception ofcompetencies for dietary counselling.

Realist approach to evaluating an interprofessional education program for medical students in clinical practice at a community hospital

Introduction: We examined the interrelationships between context, mechanism, and outcome using a realist approach following the introduction of interprofessional education (IPE) to clinical practice for medical students in the community.Methods: Through participant observation and interviews, a working hypothesis was developed. To evaluate IPE in clinical practice, medical students’ reports were thematically analyzed, and configuration on contexts, mechanisms, and outcomes were identified using a realist approach.Results: Influential contexts were medical students’ experience of clinical practice and learning characteristics, the capacity of other professionals, interprofessional relationships, and characteristics of the community hospital. One key mechanism was observational learning. Others were self-regulated learning, legitimate peripheral participation, experiential learning, contact hypotheses, awareness of social structure, and cognitive empathy. As faculties supported these key mechanisms, medical students became aware of the legitimacy of community-oriented primary care, noting the roles of physicians who support patients’ and/or their family’s life in collaboration with other professionals, and reflecting the necessity of shifting from physician-centered perspectives. As a result, medical students deepened their empathic understanding for other professionals.Conclusion: Faculties should develop IPE programs in clinical practice based on the ‘mechanism’, ‘context’, ‘outcome’ pattern and ‘context-mechanism-outcome’ configuration in primary care settings.

Application of Micro-Lessons in Surgery Teaching

&lt;p&gt;Micro-lessons have the characteristics of various forms, clear objectives, and good performance, and have been widely used as a new teaching resource in recent years. Surgical science is a bridge course from theory to clinical practice for medical students, which plays an important role in improving medical students’ aseptic concept, basic surgical learning skills and general consciousness of surgery. According to the content and characteristics of surgical teaching, aiming at the foundation of surgical teaching and combining the advantages of micro-lessons, this article discusses how to use excellent learning resources to improve the teaching effect of surgical science under the digital background.&lt;/p&gt;

Influencing factors for medical school graduates to choice general practice in Shanghai

Objective To investigate the influencing factors and their weights of professional choice among medical school in Shanghai. Methods Base on literature review and interviews with medicine students in a university of Shanghai, a questionnaire of employment intention for general practice in medical graduates was developed. A questionnaire survey on influencing factors of general practice among five year medical students was conducted in the medical college of a university in Shanghai during May to June 2016. The weights of each factor were calculated with analytic hierarchy process (AHP). Results The valid questionnaires were retrieved from 14 male and 26 female students. The results showed that 53.8% (21/40) preferred Beijing, Shanghai, Guangzhou and other economically developed cities as future working place, and 38.5% (15/40) chose to go home town; for general practice 22.5% (9/40) chose very , 70% (28/40) chose like and 7.5% (3/40) chose ; only 10% (4/40) were willing to be a general practitioner, 55.0% (22/40) were depended on the working conditions of community health center, and 35% (14/40) were not ready to be a GP. AHP analysis showed that the weights of influencing factors were: the salary (0.380 2), the doctor-patient relationship (0.262 3), professional interest and occupation development prospects (0.220 4), social status and family contribution (0.137 1). Weight analysis for the affecting factors on professional interest and occupation development showed that the guidance of mentors in theoretical study and clinical practice were the major factors (comprehensive weight was 0.067 3 and 0.062 1, respectively), and the attitude GPs to general practice in community learning was more important (comprehensive weight was 0.042 5 and 0.019 6). Conclusion The willingness to be a general practitioner is not strong in the medical school in Shanghai. It is important to improve the status and working conditions of general practitioners, and to strengthen education and guidance of the general practice in theoretical study and clinical practice for medical students. Key words: Career choice; Questionnaires; General practice

Considerations of the factors affecting the clinical practice of medical students in interventional radiology at present

Considerations of the factors affecting the clinical practice of medical students in interventional radiology at present

A Curriculum of Clinical Practice for Medical Students in Obstetrics and Gynecology

A Curriculum of Clinical Practice for Medical Students in Obstetrics and Gynecology