Evaluation Of Medical Students Research Articles

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

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

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.

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

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.

Evaluation of a university medical faculty students in terms of mental disorders with SRQ-20

Evaluation of a university medical faculty students in terms of mental disorders with SRQ-20

Racial and Ethnic Bias in Medical School Clinical Grading: A Review

Improving diversity in healthcare is a widely recognized national goal. The diversity of medical student matriculants has increased, yet this trend is not seen in the composition of competitive residency programs.In this review, we examine racial and ethnic disparities in medical student grading during clinical years and explore the consequences of how this may exclude minority students from accessing competitive residency positions. Following PRISMA guidelines, we searched PubMed, Embase, Scopus, and ERIC databases using variations of the terms "race," "ethnicity," "clerkship," "rotation," "grade," "evaluation", or "shelf exam." Of 391 references found using the criteria, 29 were related to clinical grading and race/ethnicity and included in the review.The GRADE criteria were used to determine the quality of evidence. Johns Hopkins School of Medicine, Baltimore MD. Five studies examining a total of 107,687 students from up to 113 different schools found racial minority students receive significantly fewer Honors grades in core clerkships compared to White students. Three studies examining 94,814 medical student evaluations from up to 130 different schools found significant disparities in the wording of written clerkship evaluations based on race and/or ethnicity. A large body of evidence suggests the presence of racial bias in subjective clinical grading and written clerkship evaluations of medical students. Grading disparities can disadvantage minority students when applying to competitive residency programs and may contribute to a lack of diversity in these fields. As low minority representation has a negative impact on patient care and research advancement, strategies to resolve this issue must be further explored.

Reflections on medical student evaluations of a public health clerkship.

The COVID-19 pandemic demonstrated the need for skilled medical practitioners in public health, and outbreak investigations. The College of Medicine and Health Sciences at the United Arab Emirates University (UAEU) introduced a clerkship in public health constituting theoretical and practical sessions to 5th year medical students in 2015. The aim of this study is to explore the satisfaction of the students with the public health clerkship which is crucial for the assessment and reformation of the taught curriculum. A cross-sectional, post-evaluation analysis was conducted from the period 2015-2022. The evaluation questionnaire was conducted via an online university system. The survey contained 5 themes: pre-course instructions, structure of the clerkship, academic staff, activities, and learning outcomes. Ethics approval was secured from the Social-IRB of the UAEU. We used SPSS version 26 to analyze the data using independent t-test and ANOVA. One hundred and seventy four students (27.4% response rate) participated in the study. Overall, the students had an average satisfaction score of 2.86 out of 4. The majority of the students reported having a good understanding of public health (93.7%), improving their oral presentation skills (91.2%), and developing new skills (87.2%). Furthermore, more than 9 in 10 students (96.1%) reported that the program expanded their knowledge, skills, and confidence. The mass (90.2%) of students agreed that the clerkship content was covered in sufficient depth, majority of the students agreed that they had received enough information about the clerkship before it started (74.6%), majority of the students agreed that the faculty were interested in their personal development (86.1%) The students who completed the clerkship prior to the COVID-19 pandemic had a statistically significant (P = 0.02) higher average rating (72.8%) than students who completed the clerkship during the pandemic (71.1%). Medical students at the UAEU were satisfied with the activities and delivery of the public health clerkship and found it rewarding. Conducting needs assessment and proposal writing provided them with the knowledge, skills, and confidence to conduct research in their career. These findings may be useful in helping and support other institutes to plan and develop a clerkship in the public health.

Career Choice Disclosure and Clerkship Grades Among Orthopaedic Residency Applicants

Objective Medical student clerkship evaluations are susceptible to preceptor bias. Students interested in orthopaedics may choose not to disclose their career path during clerkships to avoid bias. The purpose of this study was to identify factors that may lead to grading bias, including career choice disclosure, among medical students interested in a career in orthopaedic surgery. Design A cross-sectional survey was performed by distributing an anonymous electronic survey. Respondents were asked if they disclosed an interest in orthopaedic surgery during core clerkships and whether or not they believed it impacted their grade. The relationship between demographic variables including age, gender, race, ethnicity, and geographical location were also collected and compared. Setting Multiple institutions in different geographic locations in the US. Participants Medical students in orthopaedic interest groups or those who completed an orthopaedic surgery rotation. Results Of 149 responses, 90 (60.1%) of students chose to disclose an interest in orthopaedics during all clerkships. Over 50% of students were able to achieve honors in core clerkships except for OB/Gyn (41/112, 36.6% honors) and emergency medicine (17/59, 28.8% honors). On average, 7.9% of students believed disclosure had a negative impact on their grade, but in internal medicine and OB/Gyn, those that disclosed were able to achieve honors more often than those that did not. Males (38/50, 76%) were given honors more often than females (11/24, 45.8%) in their surgery clerkship and those that identified as “other” race (1/6, 16.7%) achieved fewer honors in surgery and pediatrics compared to White, Black, Asian, Indian, and Hispanic students (48/68, 70.6%). Conclusion Some students believe disclosing an interest in orthopaedics may negatively impact their grade, but the opposite may be true. Other potential areas of bias include gender and race. More research is needed to improve the clerkship evaluation process given an increasingly competitive application process.

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.

Evaluation of Medical Students’ Knowledge and Attitude Towards Vaccines

Evaluation of Medical Students’ Knowledge and Attitude Towards Vaccines

Impact of faculty well-being on medical student education.

The prevalence of physician burnout has risen and negatively impacts patient care, healthcare costs, and physician health. Medical students are heavily influenced by the medical teams they rotate with on the wards. We postulate that faculty well-being influences student perception of clerkships. Medical student evaluations core clerkships at one academic institution were compared with results of faculty well-being scores over 2years (2018-2020). Linear mixed models were used to model each outcome adjusting for year, mean faculty distress score, and the standard deviation (SD) of WBI mean distress scores. Clerkships and students were treated as random effects. Two hundred and eighty Well-Being Index evaluations by faculty in 7 departments (5 with reportable means and standard deviations), and clerkship evaluations by 223 students were completed. Higher faculty distress scores were associated with lower student evaluation scores of the clerkship (- 0.18 per unit increase in distress, std. err = 0.05, p < 0.01). Increased SD (variability) of faculty distress was associated with higher student overall ratings (0.49 points per unit increase in variability, std. err = 0.11, p < 0.01), as was year with 2019-2020 having lower overall ratings (- 0.17, std. err = 0.06, p < 0.01). Findings were similar for ratings of faculty teaching: mean faculty distress (- 0.15, std. err = 0.25), SD faculty distress (0.33, std. err = 0.12), 2019-2020 vs. 2018-2019 (- 0.19, std. err = 0.06) (all p < 0.01). Physician well-being is not only associated with quality of patient care and physician health, but also with medical student perceptions of clinical education. These findings provide yet another indirect benefit to improved physician well-being: enhanced undergraduate medical educational experience.