First-year Undergraduate Medical Students Research Articles

Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical students.

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.NEW & NOTEWORTHY This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.

Preparedness of Undergraduate Medical Students for Online Learning.

To determine the preparedness of the first-year undergraduate medical students toward online learning. Descriptive study. Place and Duration of the Study: The study was conducted at theDepartment of Medical Education, Fazaia Ruth Pfau Medical College, Air University, Karachi, Pakistan, from September to December 2021. The study participants were first-year undergraduate medical students. A pre-validated instrument developed by Lesley University in July 2014 named 'The Prospective Online Student Readiness Questionnaire' was used. Permission was taken via email. The questionnaire has two parts. Section A consists of the demographic characteristics. Section B evaluates the student's readiness for online learning. Data from 81 respondents were collected through an online questionnaire. The results showed that internet self-efficacy, self directed learning, learner control, and learner style have a positive and significant relationship with students' preparedness for e-learning. Students are aware of the use of technology. They could be more comfortable working independently at the beginning of the course. Online environment and communication for learning purposes with peers also appear to be weak areas. Students prefer visual aids for learning, and very few enjoy raising their hands in class to answer questions. They are confident in social communications but need more confidence in using online tools for effective online communication and posting questions on online forums during discussions. Medical students, Online learning, preparedness, Self-efficacy, Self-directed learning.

Knowledge, Attitude and Practice Regarding Dietary habits and Physical activity in Undergraduate medical students of district Etawah, Uttar Pradesh

Background: The resurgence of interest in the intricate relationship between nutrition and health reflects the escalating burden of lifestyle diseases on the healthcare system. The imperative for medical students to embody a healthy lifestyle is underscored by their pivotal role as future advocates of health promotion. Aims &amp; Objectives: This study aims to assess the knowledge, attitude, and practices regarding dietary habits and physical activity among undergraduate medical students of district Etawah of Uttar Pradesh. Material and Method: A cross-sectional survey was carried out in UPUMS, Saifai, Etawah and 153 study subjects were recruited using the purposive sampling method. All the first-year undergraduate medical students who had given consent to participate were included in the study. Results: Approximately half of the participants were able to identify healthy foods, with 84.4 percent recognizing the hypertensive risks associated with excessive salt intake. The majority exhibited positive attitudes, such as the importance of daily water consumption (85.7%), awareness that sweet foods/drinks could be detrimental to health (79.8%), and the acknowledgment that fast foods have adverse health effects (70.1%). Conclusion: While a substantial majority of medical students showcased awareness regarding the significance of a healthful diet and regular exercise, the translation of this knowledge into consistent practices warrants attention.

First-year Medical Undergraduate Students’ Perceptions and Experiences Regarding Family Adoption Program: Challenges and Lessons

First-year Medical Undergraduate Students’ Perceptions and Experiences Regarding Family Adoption Program: Challenges and Lessons

Knowledge, Attitudes, and Beliefs of Medical Students Toward Transgender Healthcare: A Community-Driven Initiative.

Introduction Transgender patients face substantial systemic healthcare barriers and inadequate care from providers who often demonstrate clinical gaps in the medical needs of the transgender community. Providing interventions in which affirming transgender healthcare is explored, is crucial to delivering competent transgender-patient care and building compassionate physician-patient relationships. The Northeast Pennsylvania (NEPA) Trans Health Conference was established to address the growing need for an educational forum where transgender people could voice their narratives. In this educational intervention study, changes in the knowledge, attitudes, and beliefs about the psychosocial and medical needs of the transgender community in first-year undergraduate medical students were examined pre- and post-trans health conference attendance. Materials and methods In the late spring of both 2018 and 2019, first-year medical students attended the NEPA Trans Health Conference, hosted by the Geisinger Commonwealth School of Medicine (GCSOM). Student knowledge, attitudes, and beliefs, regarding the healthcare needs of the transgender community were evaluated prior to and directly after the conference (intervention). Though the surveys shared thematic similarities, the 2018 and 2019 surveys were different and thus were not used comparatively. Results In 2018, 35.24% of first-year medical students (37/105 participants) completed both the pre- and post-survey. Overall, 62.5% (5/8) of survey items yielded significant differences. In 2019, 25.5%, of first-year medical students (28/110 participants) completed both the pre- and post-surveyand 47.6% (9/21) of survey items yielded significant results. Overall, although the majority of first-year medical students displayed positive attitudes towardtrans people pre-intervention, the students also demonstrated increased knowledge, empathy, and understanding of the transgender healthcare narrative post-intervention. Conclusion Providing medical students with a humanistic intervention within the medical curriculum that is focused on the transgender person, in addition to their past and present healthcare experiences, offers a bridge between academic content and providing inclusive gender-affirming healthcare to all patients.

Flipped Classroom for Undergraduate Medical Students in India: Are we ready for it?

The teaching-learning environment has undergone a paradigm shift with the recent implementation of a Competency-Based Medical Curriculum in India. Despite this, the concept of flipped classrooms for medical students is still in its infancy in our country. We conducted an experimental randomized crossover study to find if a flipped teaching model improves learning for first-year medical undergraduate students. Students' perceptions of this novel method were also obtained and analyzed. In the first period (first part of the study), one group of students underwent the Flipped Model Teaching (Flipped Teaching Group), and the second group (Traditional Teaching Group) was taught by the conventional method. A crossover was done with a second topic in the second period. A written test was conducted at the end of each period. Student feedback was also obtained. There was no statistically significant difference in students' performance on comparing traditional and flipped teaching methods. Reasons for this could be the level of the learner, prior exposure to active learning strategies, learner readiness/motivation for active learning, and timing of the study. Out of the participants 80% of students preferred the flipped model classroom teaching, especially the interactive discussion, and expressed their desire for more frequent similar learning activities. We conclude that there was no difference in marks obtained by students in the two groups, yet they preferred the flipped classroom method, which indicates that it is feasible to adopt this method in the Indian medical undergraduate classroom.

Description of the Five-day Orientation Program for Enrolling Undergraduate Medical Students for the Academic Year 2022 at Gandaki Medical College in Pokhara, Nepal

Orientation programs for new students are considered beneficial because they aid them as well as the teachers and acclimate them to the learning environment. Additionally, it aids medical students in overcoming various challenges they encounter when adjusting to a new academic setting. Orientation sessions are held in a variety of medical colleges and are widespread worldwide. This paper discusses the five-day orientation program held at the Gandaki Medical College Teaching Hospital and Research Center, Pokhara, Nepal for the newly admitted first-year undergraduate medical students of the 2022 academic year. The institution, teaching-learning activities, respective curricula, and faculty members were introduced to the new students.&#x0D;  

Correlates of Psychological Well-Being Among First-Year Medical Students: An Exploratory Study

ABSTRACT Background and Objectives: The literature is limited on correlates of psychological well-being among Indian medical undergraduates. The study aimed to assess the psychological well-being, life satisfaction, self-efficacy, positive state of mind, and emotions among first-year medical undergraduates. Materials and Methods: It was a cross-sectional study assessing 121 first-year medical undergraduate students. Psychological well-being scale, satisfaction with life scale, general self-efficacy scale, positive state of mind scale, and positive and negative affect schedule revised version were used. Results: The majority of medical undergraduate students were satisfied with the life. Their life satisfaction was positively associated with general self-efficacy, positive state of mind, and positive affect score. These indicators were negatively associated with negative affect score. Male students had significantly greater self-efficacy. Conclusion: Medical students’ life satisfaction was found to be positively associated with other wellness indicators. Resilience-based positive psychology interventions should be implemented in medical colleges to enhance psychological well-being.

Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum.

The online version contains supplementary material available at 10.1007/s40670-023-01790-3.

Evaluation of Blended Learning Method Versus Traditional Learning Method of Clinical Examination Skills in Physiology Among Undergraduate Medical Students in an Indian Medical College.

Introduction Clinical skills are crucial for medical professionals and are a vital part of a physician's identity. Medical students start learning these skills during their pre-clinical years of study. However, little research has been done on how novice medical students learn to improve these skills. Along with traditional teaching-learning methods, an approach to incorporating e-learning into medical education is through blended learning, which combines traditional classroom instruction with online learning activities. Objective This study aimed to compare the effectiveness of blended learning and traditional learning methods in teaching clinical examination skills to first-year undergraduate medical students by evaluating the objective structured clinical examination (OSCE) test scores. Methodology This was a two-arm prospective cross-over randomized study involving first-year MBBS students. The experimental group (group A) received blended learning, while the control group (group B) received traditional learning for the cardiovascular system examination (phase 1). The groups were then switched for the respiratory system examination (phase 2). An unpaired student t-test was used to compare the mean OSCE scores between the experimental and control groups in each phase, with statistical significance defined as a p-value < 0.05. Results The study involved 25 students in each group during phase 1 and 22 students in each group during phase 2. The experimental group had a mean age of 18.4 (±0.96) years in phase 1 and 18.35 (±1) years in phase 2, while the control group had a mean age of 18.06 (±1.04) years in phase 1 and 18.55 (±0.74) years in phase 2. In phase 1, the experimental group had a higher mean OSCE score (43 {±2.92}) than the control group (26.4 {±2}) (p <0.001). After switching in phase 2, the experimental group (previously the control group) had a higher mean OSCE score (47.82 {±1.68}) than the control group (33.59 {±1.59}) (p <0.001). Conclusion Blended learning is more effective than traditional learning in teaching clinical examination skills to medical undergraduate students. This study suggests that blended learning has the potential to replace the traditional method of learning clinical skills.

Sensitizing first-year medical undergraduate students to principles of leadership: A cross-sectional experience at a teaching hospital

Sensitizing first-year medical undergraduate students to principles of leadership: A cross-sectional experience at a teaching hospital

Implementation of Pediatric Allergic Rhinitis Module as a Part of AETCOM among First-Year Medical Undergraduates: Mixed Methods Evaluation.

Children suffering from allergic rhinitis (AR) in their earlier days of life, not receiving proper treatment, subsequently develop asthma. To sensitize the first-year medical undergraduates about AR by implementing pediatric allergic rhinitis (PAR) module as a part of their attitude, ethics, and communication (AETCOM) curriculum. Triangulation type of mixed method study was conducted from January 2021 to June 2021 among 125 first-year medical undergraduate students. The PAR module communication checklist was developed and validated by an interprofessional (IP) team. Twenty multiple-choice questions (MCQs) were framed for both pretest and posttest cognitive assessment of the students. The pretest assessment was done (first 15 min) followed by the teaching of the PAR module (30 min), and lastly the posttest assessment along with open-ended feedback (last 15 min). Objective Structured Clinical Examination (OSCE) communication checklist along with the guidelines was given to the observer during the student-patient encounter to score the learner and to assess the communication skill. Apart from descriptive analysis, paired t-test and content analysis were done. A statistically significant difference in the mean scores before and after the PAR module and communication checklist (P < 0.001). Majority (78/81, 96%) of the students favored this module, while (28/81) 34.6% suggested modifications. Most of the parent's feedback was good about the student's communication skill in terms of empathy (118), behavior (107), and greet (125); however, 33 parents were about the opinion of difficulties in closing the session, 17 parents commented about student's language problem and 27 about feedback. The PAR module should be taught in the current medical curriculum as a part of AETCOM in the foundation course as early clinical exposure with some modifications in the existing module.

Does the Teaching Modality and Exam Proctoring Setting Influence Pre-Clinical Medical Students' Performance? A Retrospective Cohort Study of Student Performance in Remote Versus Face-to-Face Setting, Dubai, United Arab Emirates.

The intent of this study is to compare the academic performance of pre-clinical medical students in online teaching with online proctoring settings versus face-to-face (F2F) teaching with traditional F2F exam proctoring settings. In 2019, the world was faced with a rapidly progressive pandemic of COVID-19. Consequently, numerous institutions have opted to transform from the traditional F2F teaching method to an online modality, ensuring the safety of their students and maintaining the effectiveness of their educational programs. In particular, medical universities faced a unique challenge in creating a new learning system due to their atypical curriculum, which often involves hands-on training and is not easily adaptable to remote teaching. The core of this study is based on the scores of first-year undergraduate medical students across three academic years from the Mohamed Bin Rashid University of Medicine and Health Sciences in Dubai (MBRU), United Arab Emirates (UAE). Course and semester grades were collected and compared in both F2F and online teaching modalities as well as exam settings. Our results show that major courses with high-credit courses had no difference in students' performance regardless of the teaching modality, and in low-credit courses, students generally did better in the online teaching modality. Regarding exam settings, no significant difference was observed in students' performance. With few studies examining the variations between F2F and online teaching, the current study in the UAE is the first study comparing academic performance during the COVID-19 era. Our findings illustrate no significant difference between both online and traditional F2F learning. Therefore, given the considerable potential of alternative teaching modalities, future studies are encouraged to explore the efficacy of online learning and proctoring methods.

Peer-Assisted Learning in Undergraduate Medical Education for Resilience and Well-being

Peers are a powerful resource in the learning process. Peer-assisted learning (PAL) is a high value activity for the peer and the coach. We report here a PAL activity focused on resilience and well-being for first-year undergraduate medical students. The model and lessons learned are described.

The Assessment of Leadership Competencies in First-Year Undergraduate Medical Students

This study aimed to assess the views and leadership competencies of incoming medical students and determine whether leadership traits predicted patient-centeredness in these students. Incoming medical students at one institution from 2017-2020 (N=428) completed a Leadership Needs Assessment assessing self-reported ability and the importance of competency in teamwork, selfless service, integrity, critical thinking, and emotional intelligence. Participants in the entering class of 2020 (n=92) also completed the Johns Hopkins University Patient-Centeredness Assessment to evaluate patient-centered attitudes. This cohort repeated both surveys at the completion of the first year to assess for changes in the perceived importance of leadership qualities, self-reported competencies, and patient-centeredness. Participants self-reported the highest competency (mean, SD) in integrity (7.92, 1.19) and the lowest in critical thinking (6.59, 1.12). Leadership Development Opportunity (difference between leadership expectation and self-reported ability) was largest in teamwork (2.31, 1.11) and smallest in integrity (0.97, 1.18). Post-first-year assessments were compared in the 2020 cohort, and statistically significant increases (mean, p-value) were found in critical thinking (0.31, p&lt;0.01), emotional intelligence (0.18, p&lt;0.03), and patient-centeredness (0.92, p&lt;0.05). Patient-centeredness was positively predicted by integrity and negatively predicted by critical thinking. Incoming medical students highly value leadership and enter medical school with a robust self-reported ability level. Our data suggest that integrity may increase patient-centeredness and that incoming medical students perceive teamwork as the greatest area for leadership competency development. Further research is needed to determine the best curricula to develop leadership competencies and increase patient-centeredness.

Assessment of Learning Style Profiles on Newly Joined MBBS Students during the Foundation Course

Introduction: Information enters brain by three main ways - Sight, hearing, and touch, which one is used by individual mostly becomes their own learning style. Most of students have a combination of learning styles. One of them is dominant than others. AIM of this study: To identify various learning styles and if possible dominant/also prominent dominant styles which each individual student of 1st MBBS fresh students at the foundation course. Materials and methods: The study conducted was a cross sectional study done among 150 students enrolled in MBBS course for the year 2019-2020 at NRIIMS. A pro-forma / questionnaire is prepared by using VARK approach. Data was collected by using that VARK proforma. Study procedure: During regular working hours, the first-year undergraduate medical students were briefed about the study. The questionnaire was then distributed in the form of hard copies to the first year M.B.B.S students. Variables and their evaluation: Students were distributed into one of the following categories: Unimodal-Having only of the V, A, R, or K preferences; Bimodal-Having two preferences (VR, VA, VK, AR, AK,RK) ; Scores were given accordingly. Statistical analysis: The data was entered into a Microsoft excel sheet and the score were statistically analyzed to determine the percentage of students in each category Results: Response rate for the study was 75.3% and majority were Females comprising 44.6%. Bimodal learning style is most preferred than Unimodal learning style corresponding to 87.6% and 12.3% respectively. Among the strong Unimodal learners Aural, Visual, Reading/writing, and kinesthetic preferences were documented by 4.4%, 3.5%, 2.6%,1.8% students respectively. In Bimodal style combination of visual and auditory styles are most preferred by 27.4% participants. Least commonly employed learning style was combination of Reading/Writing and kinesthetic style and it was reported by only 8.9% of students. Conclusion: In the present study amongst first year medical students Bi-Modal learning style, with a combination of Visual and Aural presentation is the most preferred learning style. With the help of VARK questionnaire, it is recommended to test all the medical students. This will/ can be used to identify their most desired learning styles. This helps to improve educational goals by choosing most appropriate teaching methods.

Incorporating Mixed Reality for Knowledge Retention in Physiology, Anatomy, Pathology, and Pharmacology Interdisciplinary Education: A Randomized Controlled Trial

Disease education is a fundamental component in health science and medicine curricula, as it prepares students for their progression into health profession careers. However, this requires an ability to integrate concepts across multiple disciplines. Technology-enhanced interventions may bridge this gap, and this study assessed the effectiveness of a textbook-style or a three-dimensional mixed reality (MR, a hybrid of augmented and virtual reality) HoloLens resource for student learning and knowledge retention using asthma as a model of disease. Sixty-seven first-year undergraduate health science and medical students were randomized into two groups to complete a lesson on the physiology, anatomy, pathology, and pharmacology of asthma, delivered through either a textbook-style (n = 34) or MR (n = 33) resource. Participants took part in the study in small groups and completed the intervention and surveys in separate areas of a large laboratory space. A pre-test prior to the lesson included multiple-choice questions, with the post-test having additional multiple-choice questions to assess learning. A follow-up test to assess retention was performed two weeks later. Pre- and post-test scores revealed increased learning across both the textbook (p = 0.001) and MR (p = 0.05) interventions, although higher test results were obtained by those using the textbook-style resource (p < 0.05). There was no difference between groups in knowledge retention scores. Although the textbook-style resource was more effective for increasing test results, participants perceived MR as more favorable, highlighting the experience as enjoyable and useful. This study presents MR as an option for integration in cases where educators wish to enhance student enjoyment of the learning experience. However, the results suggest that traditional text-based resources persist as a fundamental delivery mode within a modern curriculum.

Effect of Practicing Meditation, Pranayama, and Yoga on the Mental Health of Female Undergraduate Medical Students: An Interventional Study

BackgroundMedical education is a rigorous formal education with a vast syllabus. Burnout and stresses are common among medical students and more prominent in females. Female medical students suffer from a higher level of stress than male medical students. For the improvement of physical and mental health, meditation, pranayama, and yoga are some of the ancient techniques. Meditation is a technique of focusing the mind on a target like an object, activity, or any thought. Pranayama is an ancient yogic practice focusing on the breath. Yoga is a combination of physical, mental, and spiritual dimensions that has the potential to improve mental and physical health.ObjectiveThis study aimed to find the effect of meditation, pranayama, and yoga on the improvement of mental health among female undergraduate medical students.Materials and methodsThis was an interventional study. A total of 105 females with a median age of 19 years (first quartile - third quartile: 18-20) first-year undergraduate medical students were recruited for this study. They were randomly allocated to control, meditation, pranayama, and yoga groups. The control group did not practice any form of meditation, pranayama, or yoga. The rest of the group practiced a designated program for their group, six days a week for 12 weeks. The anxiety, depression, anger, and sense of well-being were assessed by a validated self-administered questionnaire developed by the Defence Institute of Physiology and Allied Sciences, New Delhi before starting the study, at six weeks, and at 12 weeks after the intervention. Inter-group levels of anxiety, depression, anger, and well-being were compared by the Kruskal-Wallis test with Dunn’s posthoc test. Intra-group parameters at baseline, at six weeks, and at 12 weeks after the intervention was tested by Friedman’s test.ResultThe age (years) (p = 0.07), height (cm) (p = 0.98), and weight (kg) (p = 0.26) of participants among groups were similar. Anxiety, depression, and anger significantly decreased after six weeks in all three intervention groups. A further decrement was seen after 12 weeks of meditation, pranayama, and yoga. The maximum effect was seen in the yoga group. A sense of well-being was improved after practicing all types of interventions. However, meditation was found to increase a sense of well-being to the highest level compared to pranayama and yoga.ConclusionIntroduction and sustainment of meditation, pranayama, and yoga programs for first-year female undergraduate medical students may help reduce anxiety, depression, and anger and promote a sense of well-being. Although a six-week program helps to improve mental health, a 12-week program helps in further improvement. A yoga program is more effective for improving the mental health of the students in comparison with pranayama and meditation.

Effect of Hypodermic Needle Versus Safety Lancet on the Fear and Anxiety of Needle Prick Among Undergraduate Medical Students During Hematology Practical: A Cohort Study From a Resource-Limited Setting.

BackgroundMost of the government-sponsored medical teaching institutions in India do not provide safety lancets, and hence, the students are compelled to use hypodermic needles. These needles are widely unpopular among students due to the potential hazards (pain, fear, anxiety) associated with them. This study aims to compare any difference in fear and anxiety associated with finger pricking with a hypodermic needle and a safety lancet.MethodsThis is a prospective cohort study. The current study included data from first-year undergraduate medical students for academic sessions 2021-22.ResultsA total of 121 students participated in the study. Eighty-two (67.8%) participants were male. 41/82 male participants and 20/39 female participants were allocated to the intervention cohort. 111 (91.7%) pricked their fingers by themselves. The sight of others pricking during the experiment (17 versus 5, p=0.004) and the thought of pain while pricking (36 versus 16, p<0.001) was significantly associated more with the use of a hypodermic needle compared to a safety lancet. There was no significant difference in students perceiving the smell of the hematology laboratory (4 versus 1, p=0.165) and the sight of blood (9 versus 3, p=0.064) as a factor influencing their fear and anxiety in both cohorts. There was no gender difference in the perception of these factors.Symptoms were significantly lower in the intervention cohort compared to the control cohort (8 versus 20, odds ratio 0.302, p=0.008). The most common symptom experienced was excessive sweating (n=22, 18.18%), followed by drying of the mouth (n=12, 9.91%). There was a significant difference in pain scores between the intervention and the control cohorts. There was no significant difference in pain scores among male and female subjects.ConclusionA considerable difference between the two cohorts was found. The use of lancets can be proposed to medical teaching institutions for psychological advantage, pain reduction, and overall better quality of the process.

Could Perception of Digital Learning Environment Potentially Affect First-Year Undergraduate Medical Students Learning Motivation? A Study during Distance Learning Transition due to the COVID-19 Pandemic in Indonesia

Introduction: Digital learning environments have been proven could affect students’ learning motivation before the COVID-19 pandemic era. This study investigates the correlation between perceptions of the learning environment with learning motivation among first-year undergraduate medical students after joining their first-time-ever full-distance learning activities.