Evaluation Of Medical Students Research Articles

Benefits of Practicing Teaching as a Resident: A Single Institute Experience of a Formal Teaching Curriculum for Pathology Residents

Abstract Introduction/Objective The practice of near-peer teaching, both in lecture style and small group formats, has been shown to have benefits for the educator in improving communication skills, gaining knowledge in a subject, and providing a tangible experience that may aid in applying for employment. The purpose of this study is to present the current curriculum and teaching opportunities at the Medical University of South Carolina (MUSC) and their impacts on developing pathology residents’ teaching skills and perceptions of their growth as educators. Methods/Case Report Data regarding curriculum format and learner surveys for various teaching programs at MUSC was gathered from residency program leadership and the MUSC College of Medicine. An anonymous survey was distributed to current MUSC pathology residents to assess their participation, current comfort level, and comfort level prior to the start of residency in regard to various teaching modalities. Results (if a Case Study enter NA) The resident curriculum offers teaching modalities such as small group co-leader for medical students, didactic presentations, and on-the-job teaching. On a Likert scale of 1 to 5, with 5 being very comfortable, residents reported an average comfort level with teaching before starting residency as 2.11 and a current comfort level with teaching as 2.67. Residents were split on their perception of what affect residency has had on their comfort in teaching. Medical student evaluations of their small group teaching sessions co-led by pathology residents averaged 77.6% approval per course. Conclusion Through providing an overview of required and voluntary teaching opportunities offered at one institute and residents’ perceptions on their experiences while teaching there, we hope to both provide curriculum examples for other institutions and to advocate for placing greater importance on providing opportunities for residents. Such opportunities to practice teaching help them develop skills to benefit them as pathologists and in their future employability.

A study of medical students’ experiences at Shiraz University of medical sciences from the implementation of integration in medical education: a qualitative study

BackgroundThe basic science course is the foundation of medical knowledge, and how and in what form the teaching of this course is a vital issue. A successful curriculum should include everything medical students need in their future careers. Basic science education should be such that students clearly understand the relationship between the content and its application in clinical practice. Therefore, the need to change the curriculum of the general medicine course, especially course of the Basic science, in content and layout in an integrated way is felt more than before. This study was designed to explain the experiences of medical students from the Shiraz University of Medical Sciences since the implementation of integration in 2020.MethodsThe present study was qualitative research with a conventional content analysis method. Participants were selected for the interview purposefully. They included 12 Medical students from basic and clinical sciences and 5 faculty members. Data were collected through semi-structured interviews and the content analysis method. Four methods of Goba and Lincoln were used to evaluate the accuracy of the data.ResultsAfter summarizing and analyzing the data, 221 codes were extracted. They were divided into seven subcategories and finally, three main themes including Enjoyable experiences (advantages of the integration system), Upsetting experiences (Disadvantages of the integration system), Resolutions to solving integration problems were extracted. Generally, the findings indicated a positive evaluation of medical students of Shiraz University of Medical Sciences from the integration system, and they stated that the integration causes an interaction between basic and clinical sciences and also increases students’ motivation.ConclusionThe findings indicated a positive evaluation of Shiraz’s medical students of the integrated system. According to the results of this research, it can be said; that the use of integration horizontally and vertically in medical education improves the quality of education compared to traditional methods. The integration of basic and clinical science is important in the sense that can be a powerful tool for learning and acquiring skills, also, it can also help in the promotion of professional development of students and motivate them to study more in interactive manner and be loyal to lifelong learning. study generally showed that combining theoretical and practical courses has advantages and disadvantages, but its advantages are more. Paying attention to the shortcomings, especially in the supply of human resources and professors, and reforming the program with continuous revision are issues that education managers and medical educators of the general medical practice should address.

Stress and value: the student perspective on utilizing real vs. actor patients in objective structured clinical examinations

BackgroundStudies have shown objective structured clinical examinations (OSCEs) to be one of the most reliable tools in assessing clinical performance; however in Pediatrics they primarily use manikins, simulators or parent actors which limits the comprehensiveness of the assessment. In our Pediatric Clerkship, medical students are evaluated using a standardized rubric during a clinical evaluation exercise (CEX) with real patients. This study assessed medical students’ perceived stress levels and the educational value of the CEX compared an OSCE. We hypothesized there would be equal stress and value for students with the CEX experience compared to the OSCE.MethodsThird year students anonymously completed questionnaires after required Pediatric CEX and Internal Medicine OSCE evaluations from July 2016-June 2017. The questionnaire included questions from the Intrinsic Motivation Inventory, a validated tool used to assess feelings of stress and perceived value of an exercise.ResultsA total of 147 and 145 questionnaires were completed after the CEX and OSCE. There were no differences between groups regarding levels of “nervousness” (p = 0.543) and “relaxation” (p = 0.055); students felt more “at ease” (p = 0.002) and less “pressure” (p < 0.001) during the CEX. Students perceived the CEX to be more useful and important to improve skills compared to the OSCE for the history taking, physical exam and interpersonal skills.ConclusionsOur results indicate that the CEX was associated with lower stress levels and had higher perceived value when compared to the OSCE. This study supports the usefulness of incorporating real patients into the clinical evaluation of medical students.

Effect of the COVID-19 Pandemic on Medical Student Performance and Evaluation Scores.

In March 2020, the University of Hawaii John A. Burns School of Medicine suspended in person clinical teaching due to the SARS-CoV-2 (COVID) pandemic. During this period, virtual cases, telehealth participation, and online cases were incorporated into medical education. We have examined the effects of educational outcomes of third and fourth year students throughout clerkship performance, national standardized test scores, and our local fourth year OSCE examination. We found that USMLE step 2 scores were higher in the COVID-affected group. Patient logs in the COVID-affected group were lower for internal medicine, family medicine, OBGYN, and psychiatry clerkships. Clerkship performance grades in the COVID-affected group were lower for OBGYN and higher for surgery and psychiatry, but not different in other clerkships. USNBME subject specific examination scores in the COVID-affected group were higher for internal medicine, surgery, family medicine and psychiatry, but not different in all other specialties. For the fourth year OSCE, students in the COVID-affected group performed better on note taking and worse on physical examination. Future investigations will be needed to explore how our COVID-affected medical students perform in residency and beyond.

Drawing a line from CO2 emissions to health—evaluation of medical students’ knowledge and attitudes towards climate change and health following a novel serious game: a mixed-methods study

BackgroundEducation is urgently needed to equip medical students with knowledge, values and skills to promote planetary health. However, the current literature offers little insight into evidence-based approaches and best practices. In response to this pressing need, a novel serious game was introduced into the medical curriculum at Erasmus Medical Center in 2023. The aim of this study was to evaluate the knowledge and attitudes of medical students after they had played a serious game that addresses climate change and health.MethodsIn accordance with a mixed-methods design, quantitative data were collected using pre- and post-intervention surveys. Differences were assessed using the Wilcoxon signed rank test. Focus group discussions were held after the game and thematically analysed.ResultsOne hundred forty-five students (38.6% of the entire cohort) played the game, of which 59 students completed the pre- and post-intervention surveys. After the game, self-reported knowledge increased. Regarding objective knowledge, an increase in the proportion of students who answered one of the two questions correctly was observed, while the proportion of correct responses decreased for the other question. Student’s responses to two out of five attitude questions were significantly more positive. The proportion of students who recognized the importance of climate change education, to inform patients and society about the health impacts of climate change, increased. Moreover, survey results indicated a significant increase in climate worry subsequent to the game. Eleven students participated in the focus group discussions. Thematic analysis highlighted participants’ reflections on the roles and responsibilities in climate change and health, along with their realisation of the tools for action that climate and health co-benefits provide. Another significant aspect was the importance participants placed on learning alongside peers with diverse attitudes. Additionally, participants appreciated the tangible overview of climate change and health provided by the serious game.ConclusionsOur novel serious game addressed an important gap in the medical curriculum. The game can enable medical students to cultivate the necessary knowledge and attitudes to promote health in times of a climate crisis. The accompanying climate worry needs attention through the empowerment of students’ agency to foster change.

Evaluation of Medical Students' Satisfaction With Using a Simulation-Based Learning Program as a Method for Clinical Teaching.

Objectives This cross-sectional analytical study aims to evaluate medical students' awareness and satisfaction regarding the utilization of simulation-based learning (SBL) as a method for clinical teaching at King Saud University (KSU) over the past 12 months. It seeks to understand how such learning methods enhance students' self-satisfaction and clinical skills, facilitate the application of learned knowledge, and assess the role of instructors in providing ample practice opportunities in the skills laboratory. Furthermore, the study aims to assess the satisfaction levels of students in both preclinical and clinical years regarding the time allocated for skills laboratory sessions and the integration of high-fidelity technology in simulation-based training programs at KSU. Methods In this cross-sectional study, a total of 306 male and female medical students from the College of Medicine at KSU participated, comprising 196 preclinical students (first, second, and third years) and 110 clinical students (fourth and fifth years). Quantitative data was collected through a structured questionnaire on a 5-point Likert scale that showed degrees of satisfaction. The satisfaction was measured based on a 5-point Likert scale that shows the degree of satisfaction from (very dissatisfied, dissatisfied, neither dissatisfied nor satisfied, satisfied, and very satisfied), and we calculated the p-value based on an independent t-test, and the percentage represented the percentage of students who chose satisfied and very satisfied. Results The results showed overall satisfaction with SBL (mean: 3.98, 71.10%), and it was recognized as a useful and effective method of learning skills. It is reported that it helped the students implement what they learned. At the same time, lower satisfaction was identified in areas with less allocated time for skill labs. Moreover, lack of accessibility and lack of trained staff were reported, and they should be addressed by providing staff with proper training. Conclusion The results of the study will help to understand how students' learning needs should be addressed. Moreover, providing simulation-based training is a pathway compliant with the best educational standards that should be adapted according to each institution's singularities. Besides offering further results, the study presents suggestions for further research.

Evaluation of Medical Doctor program Students’ general knowledge and perception towards the use of Artificial Intelligence in Medicine

Evaluation of Medical Doctor program Students’ general knowledge and perception towards the use of Artificial Intelligence in Medicine

The Utility of Anatomy Assessment in Preclinical Undergraduate Medical Curriculum: A Scoping Review Protocol

Anatomy has been taught predominantly in the preclinical years. However, little guidance exists for medical educators in designing appropriate assessments of anatomy knowledge. In general, medical schools implement and determine their own curricula and methods of assessment. The purpose of this scoping review is to examine the breadth of literature regarding the utility of anatomy assessments, which will be reported whether they have been investigated in terms of validity, reliability, practicality, feasibility, cost-effectiveness, and educational impact in the included resources. This scoping review will be conducted using the Joanna Briggs Institute (JBI) scoping review guideline, and its protocol is outlined to systematically map the utility of anatomy assessments in preclinical undergraduate medical curricula over the past 20 years. Primary data will be searched from relevant studies, review articles, and grey literature sources between 2002 and 2023. The resource searching will be performed using the three-step search strategy, namely review search, study selection, and evidence charting, which will involve four electronic databases and two independent reviewers. As secondary research, this review does not require ethical approval. The review will not only permit better comparisons of anatomy assessment and foster meaningful evaluation of both medical students and teaching establishments to take place in the anticipation of ensuring the constructive alignment in anatomy education but also produce important information on the quality of anatomy assessment in the context of the undergraduate medical curriculum. The findings will be disseminated through journals and conferences targeting anatomy educators worldwide.

Evaluation of Medical Students’ Knowledge and Their Adherence to Safety Measures Regarding Solar Ultraviolet Exposure

Ultraviolet radiation, a type of electromagnetic radiation, can be released by both artificial and natural sources, including the sun. It is imperative to adopt the appropriate safety measures when close to an ultraviolet radiation source, as unprotected UV radiation exposure has been associated with a higher risk of developing various illnesses, such as skin tumors. This study aims to evaluate undergraduate medical students' knowledge of potential hazards from UV radiation exposure and their practice of safety measures. A cross-sectional study was conducted at Omar Al-Mukhtar University, Al-Beyda City, Libya. One hundred and nine medical students were involved in this study. The questionnaire examined participants' knowledge of and behavior toward potential risks associated with ultraviolet (UV) radiation exposure. Notably, 77.1% of them were female, and 22.9% were male. The majority of the respondents were more than 22 years old. Above half, 59.6% showed moderate knowledge about UV exposure consequences; most of the students, 91%, knew the side effects of UV on health, followed by 86%, who indicated that UV can cause premature aging and cancer. In contrast, less than a third knew that UV has a negative impact on the immune system, and about two-thirds (73.9%) didn't realize that sunburn can occur even on a cloudy day. Although medical students showed a moderate level of knowledge regarding UV radiation, there was a lack of active sun safety measures.

An Evaluation of Medical Students' Perceptions, Knowledge, and Attitudes About People With Disability After Attending the Learning Session on Disability Competency: A Cross-Sectional Study.

Background and objective The Medical Council of India [now replaced by the National Medical Commission (NMC)] has implemented a new competency-based curriculum for medical education. Eight competencies in the curriculum are related to the principles of disability-inclusive compassionate care. This study aimed to evaluate the knowledge, perceptions, and attitudesamong undergraduate medical students about people withdisability after attending learning sessions on disability competency. Materials and methods After they attended the learning session during the foundation course, participants were evaluated by using a questionnaire involving 26 questions, of which 17 were based on the Likert scale to assess general perceptions towards the person with a disability, while three questions aimed to assess attitudes, and six closed-ended questions tried to assess knowledge about disability. Results In the present study, 79.7% (n=157) of the students thought that people with disabilities faced problems getting involved in society, and 81.2% (n=160) felt that it was harder for them to make friends than others. The majority of the students disagreed with the idea that people with disabilities are a burden on society (n=149, 75.6%) or their families (n=119, 60.4%); 65% (n=128) of the students thought that people with disabilities are more determined than others to reach their goals and achieve more owing to their disability (n=104, 52.85%). A total of 161 (81.7%) students disagreed with the statement that people with disabilities should not be optimistic about their future. A comparison of the pre- and post-test data revealed that students' knowledge regarding disability increased and they gained a more positive attitude towards people with a disability after attending teaching and learning sessions (p<0.0001). Conclusion Our findings showed a significant improvement in the undergraduate medical students' understanding and empathy toward individuals with disabilities followingsessions on disability competency. Teaching and learning sessions on disability competencies for newly admitted students in medical school can sensitize, orient, increase knowledge, and develop positive attitudes toward people with disabilities. Further studies on the topic are needed involvingdifferent phases of clinical teaching.

(O-D4) Impact of an Electronic Format on the Completion of Evaluations of Medical Students in the Emergency Department

(O-D4) Impact of an Electronic Format on the Completion of Evaluations of Medical Students in the Emergency Department

Evaluation of Medical Students’ Orientations in the Patient-Physician Relationship and Empathy Levels

Today, a patient-centered approach that takes into account the psychosocial dimensions of health and promotes patient parrticipation and partnership in the patient relationship is becoming increasingly important. It is aimed to determine the orientations in the patient-physician relationship and some variables thought to be related to it, and to assess the level of empathy among medical students. This cross-sectional study was conducted among 1169 medical students at the Faculty of Medicine at Eskişehir Osmangazi University (ESOGU) between May-June 2022. In the study, the Patient-Physician Orientation Scale (PPOS) was used to measure the students’ orientations in the patient-physician relationship and the Jefferson Scale of Physician Empathy (JSPE) was used to measurement empathy levels. Mann-Whitney U, Kruskal-Wallis tests, Spearman correlation and Multiple Linear Regression analyses were used. Of the participants, 606 (51.8%) were male and 679 (58.1%) were in their preclinical years. Their ages ranged between 18-52 years with a mean of 21.48±1.96 years. The participants' scores on the PPOS ranged between 1.36-5.36 with a mean score of 3.68±0.54 points, while the scores on the JPES ranged between 44-135 with a mean score of 96.5±14.18 points. It was found that there was a weak positive correlation between the scores obtained from the PPOS and the scores obtained from the JPES (r=0.297, p&amp;lt;0.001). As a result of multiple linear regression analysis, it was found that having a Type B personality, participating in any training/activity related to the patient-physician relationship and an increased level of empathy were associated with scores obtained from PPOS (F=17.784, p&amp;lt;0.001). Although medical students' orientations in the patient-physician relationship was found to be closer to patient-centeredness, it was not at the expected level.

Evaluation of medical students&amp;apos; understanding and implementation of vitamin D and calcium at a tertiary healthcare facility in Jeddah, Saudi Arabia, a cross-sectional study

Objective: This study aimed to determine how well-informed the undergraduate medical students of Jeddah, Saudi Arabia, were on the importance of calcium and vitamin D. Methods: Using an online self-administered, pre-designed questionnaire distributed from July to August 2021, a cross-sectional study was conducted among fellow undergraduate medical students at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia. Results: A total of 472 undergraduate medical students participated in the study, where number of students in their clinical years was predominant (61.7%; n = 291). Nearly all the students were aware of the significance of vitamin D (99.6%; n = 470) and calcium (99.8%; n = 471) as essential components for body functioning. Their main knowledge sources were doctors (79.9%; n = 377) and social media (77.1%; n = 364). However, their general attitude was inadequate, with female students exhibiting a better attitude towards sunlight exposure and diet, including supplements. Conclusion: The current study showed that undergraduate medical students of both genders at KAU were satisfactorily informed about the significance of calcium and vitamin D. Female students displayed a better attitude, yet the overall attitude was still inadequate. More effort is required to encourage and guide students.

When I Don't see me, Am I seen? Race and student perception of the surgery clerkship

IntroductionIncreasing interest in general surgery from students who are Under-Represented in Medicine (URiM) is imperative to advancing diversity, equity, and inclusion efforts. We examined medical student third year surgery clerkship evaluations quantitatively and qualitatively to understand the experiences of URiM and non-URiM learners at our institution. MethodsEvaluations from 235 graduated medical students between the years of 2019 and 2021 were analyzed. T-tests were used to compare numerical data. Free-text comments were qualitatively analyzed using inductive thematic analysis by two independent reviewers with conflicts resolved by a third. ResultsEvaluations were completed by 214 non-URiM students (91.1 ​%) and 21 (8.9 ​%) URiM students. There were no significant differences between URiM and non-URiM students in ratings of faculty and resident teaching. When asked whether residents were positive role models for patient care, non-URiM students were more likely than URiM students to agree (3.284 vs. 2.864, p ​= ​0.040). When asked whether they considered faculty to be positive role models, non- URM students were also more likely to answer affirmatively than URiM students (3.394 vs. 2.909 p ​= ​0.013). Qualitative comments were similar between the two groups. When asked what the strengths of the clerkship were, the most commonly evoked theme was “interactions with team” with subthemes of “team integration” “feeling valued” and positive “faculty” or “resident” interactions. “Operative experience” was the second most commonly evoked strength of the clerkship. The most common criticisms of the clerkship involved “negative interactions with team” with subthemes of “not prioritized above other learners” and “ignored.” Negative “academic experience” was the next most commonly evoked weakness, with an affiliated theme of “lack of teaching.” ConclusionsURiM students are less likely than non-URiM students to see surgical residents and faculty as positive role models. Integrating medical students into the team, taking time to teach, and allowing students to feel valued in their roles improves the clerkship experience for trainees and can contribute to recruitment efforts.

Evaluation of Medical Faculty Students and Health Practice and Research Hospital Staff in Terms of Mental Disorders: A University Example

Ruhsal bozukluklar sık görülen, kronikleşebilen, yeti kaybıyla sonuçlanabilen, zor fark edilebilen ve bu nedenle tedavi edilemeyerek toplumsal maliyetlerini arttıran hastalıklar olması nedeniyle öncelikle değerlendirilmelidir. Bu sebeplerle ruhsal bozukluklar önemli bir halk sağlığı sorunudur. Çalışmada, ruhsal bozukluklar açısından riskli ve üretkenliğin yüksek olduğu bir grup olan Eskişehir Osmangazi Üniversitesi (ESOGÜ) Tıp Fakültesi öğrencileri ve Sağlık Uygulama ve Araştırma Hastanesi personellerinin herhangi bir ruhsal bozukluk yaşama şüphesi açısından değerlendirilmesi amaçlandı. Çalışma, Eylül 2021-Mart 2022 tarihlerinde 1425 kişi üzerinde yapılan kesitsel bir araştırmadır. Kullanılan anket formun birinci bölümü bazı sosyodemografik özellikleri ve ruhsal bozukluk yaşama şüphesiyle ilişkili bazı değişkenleri, ikinci bölümü Öz Bildirim Ölçeği (ÖBÖ-20) sorularını içermektedir. Katılımcıların yaşları ortalama 26,04 ± 8,04 olup %53,20’si kadın idi. Çalışmamızda herhangi bir ruhsal bozukluğa sahip olma şüphesi sıklığı %56,9 bulundu. ÖBÖ-20’den alınan puanlar ortalama 7,16 ± 5,11 idi. Regresyon analizinde herhangi bir ruhsal bozukluğa sahip olma riskinin aile gelir durumu orta ve kötü olanlarda, iyi olanlara kıyasla 1,65 ve 3,39; hayatını etkileyen büyük bir travma yaşayanlarda, yaşamayanlara göre 1,92; aldığı sosyal desteği yeterli bulmayanlarda, bulanlara göre 2,48 kat arttığı saptandı. Bu çalışma sonucunda katılımcıların herhangi bir ruhsal bozukluğa sahip olma şüphesi sıklığının orta düzeyde olduğu ve bu sıklığı etkileyen birçok faktör olduğu saptandı.

Development, Implementation, and Evaluation of Medical Students' Portfolio at a Newly Developed Competency-Based Medical Education Curriculum/School

Development, Implementation, and Evaluation of Medical Students' Portfolio at a Newly Developed Competency-Based Medical Education Curriculum/School

Is Medical Student Well-being Related to the Overall “Happiness” of a Country?

Previous research has repeatedly shown poor mental health, high rates of substance misuse, and burnout in medical students across many countries. The annual World Happiness Report provides insight into how “happy” countries are and how happiness is measured. Our review aims to identify whether whole population “happiness” across different countries correlates with data looking specifically at burnout in medical students. We found a moderate negative correlation between medical student burnout (disengagement type) and population average life evaluations. There appears, therefore, to be some association between rates of medical student burnout in a country and the overall population average life evaluations. The overall happiness of a country obviously reflects on the whole population, but medical students are, especially under pressure and subject to unusual stressors. In this study, we note various factors which may need further exploration in future studies.

Pilot study of a group clinical supervision model for medical students.

To trial a clinical supervision model with medical students, co-designed by students and clinicians, and evaluate its feasibility, acceptability, and perceived benefits. Two clinical supervision groups, one online and one face-to-face, were conducted for six one-hour sessions, over 12 weeks. Clinical supervision was evaluated through mixed methods including attendance levels, focus groups, and quantitative surveys. Thirteen students participated, including one rural and one regional group, each with a clinical supervisor. Attendance was 100%. Students viewed clinical supervision as a safe time for reflection on clinical experiences, validation from senior clinicians and peers, and connection to the medical community. Themes that emerged included strategies to prevent moral injury, self-care, and the need for a trusted clinical supervisor. The clinical supervision model received positive medical student evaluations and 100% attendance. This shows promise as an avenue to professionally support medical students as they navigate complex clinical training.

Differences in usability evaluation and learning satisfaction of medical students according to XR and VR application environments of medical simulation

Differences in usability evaluation and learning satisfaction of medical students according to XR and VR application environments of medical simulation

Interactive e-learning course versus virtual traditional teaching on fetal motility, a cohort comparison of medical students

Background: Ultrasound examination is an important application in obstetrics. Fetal motor assessment can help to discriminate severe diseases, such as those underlying abnormal fetal joint position. However, standardized training is lacking. It was investigated whether virtual traditional teaching (TT) initiated by the coronavirus 2019 (COVID-19) pandemic gave equal outcome, compared to the prior blended teaching (BT) course on fetal motility. Methods: In total 96 medical students were included, 51 underwent BT versus 45 TT. BT underwent live supervised interactive e-learning and TT plenary virtual lecture. Both groups made the same individual assignments. The first assignment evaluated course knowledge in four video fragments on single specific movement patterns (SMPs), the second assignment consisted of three fragments with various SMPs, students were asked to score differentiation and qualitative performance. Results: BT and TT showed equally high correct answers on four individual SMPs. The second assignment revealed that BT and TT scored similarly in differentiation of SMPs. Two fetuses with normal motility were equally well scored in half of the items, BT scored speed and amplitude better, TT scored better in speed (other fetus) and overall conclusion. The one fetus with abnormal movements was scored by BT and TT similarly, 75% of both groups scored the fetus as moving suspect or abnormal. Conclusions: Evaluation of medical students’ motor assessment skills after BT and TT revealed a nearly equally high yield of the courses in distinguishing SMPs and similar judgement of aspects and overall qualitative performance.