Learning Process Of Medical Students Research Articles

Competition-based learning in medical school: A literature review

Introduction: The healthcare sector faces increasingly complex challenges, prompting curriculum reforms in medical education to enhance healthcare service. The prevalent curriculum, Integrative System-Based utilizes a Problem-Based Learning (PBL) variation for consistent and structured medical practice. Additionally, an alternative method, Competition-Based Learning, has been identified to boost student motivation, improve final grades, and foster collaboration and self-confidence. The aim of this study is to provide a brief summary about the role of competition-based learning in the learning process of medical students. Materials and Methods: Articles and studies were acquired from PubMed and ScienceDirect. Keywords used were: ‘competition’, ‘medical student’, ‘learning process’, ‘medical education’. Results: Several studies have shown that students’ participation in competitions can transform their perspective toward the competed field in a more positive manner, increase motivation to study specific fields, and serves as a evaluative instrument for refining competencies and addressing weakness. The implementation of competitions in the learning process has been proven to enhance students’ final grades. Conclusion: The implementation of Competition-Based Learning can be considered as a complement to the existing medical education curriculum.

Educational Practices to Enhance Learners’ Intrinsic Motivation — Based on the Learning Process of Medical Students in a Specialized Creative Integration Project

Abstract In innovation and entrepreneurship education, personalized Education is achieved through specialized creative integration and project-based learning to cultivate college students’ abilities in innovation, creation, and entrepreneurship. However, besides providing a wide range of course options and resources on the supply side, it is crucial to emphasize enhancing learners’ intrinsic motivation on the demand side of project-based learning. We conducted an educational practice to enhance students’ personalized learning inherent motivation in the medical school. Through assigning one project per student, we aimed to stimulate students’ curiosity, empathy, and sense of responsibility by focusing on the authenticity of project topics. Furthermore, the uniqueness of projects in innovation and creation was used to enhance students’ understanding of identification and ownership. Additionally, we promoted students’ courage to transform old habits, products, and services through a sense of belonging and conformity fostered within the student community. The timely supervision and rewards in competitions also contributed to students’ understanding of rhythm, fulfillment, and respect. After a project-based Practice, significant progress and improvements were observed in students’ professional abilities, multiple intelligences, creativity, and competition results.

Exploring patterns of collaboration among professionals, organisations, patients and communities that meet complex challenges and promote patient well-being

Managing the well-being of a super-ageing society requires effective collaboration and communication between professionals, organisations, patients and families. Alongside education and training, the importance of a comprehensive understanding of interprofessional competencies cannot be understated. Professor Junji Haruta is building on his personal experience as a physician dealing with family illnesses to conduct research that promotes a holistic approach to medicine. He believes primary care professionals will play a crucial role in providing optimal care for the elderly population in communities for the next 20 years. Haruta is developing resources, including models and theories linked to education on complex issues in primary care, to promote effective interprofessional education. These can be utilised by individuals, universities, organisations and the wider community as a comprehensive system and facilitate the development of solutions to the increasingly complex challenges associated with healthcare, promoting individual and societal well-being. Haruta employs empirical generalisation, which explores relationships between two or more variables observed across different conditions and involves collecting findings from various cases and specific contexts to identify patterns. In one study, he and his collaborators investigated the learning process of medical students in an online community diagnostics programme using a realist approach, which involves theory-driven evaluation, to identify patterns of learning within this programme using the Context (C), Mechanism (M) and Outcome (O) framework. They found that the students acquired knowledge about communities through four distinct learning patterns, and the community diagnosis programme facilitated a deeper understanding of communities through the application of discovery learning, variation theory and cognitive flexibility theory.

Mental health and psychodrugs use among medical students

Introduction: The emotions experienced by man on a daily basis and how they affect the human psychological is what determines the quality of the so-called mental health. This condition is related to complete physical, mental and social well-being and not just in the presence or absence of disease. Society has been experiencing a growing process of medicalization, especially in the use of psychotropic drugs, drugs that act on the Central Nervous System. University students and, in particular, medical students are more likely to use these drugs in search of better academic performance and stress relief, although this habit can impact mental health. Objective: To analyze mental health, the use of psychotropic drugs and associated factors in medical students. Methodology: This is a cross-sectional and analytical study carried out in the North of Minas Gerais. Data collection took place in a sample of 286 students enrolled in the medical course of a higher education institution in the north of Minas Gerais. Data were collected in structured face-to-face interviews with the aim of evaluating the use of psychotropic drugs. The State Trait Anxiety Inventory (IDATE-E) and the simplified ABEP social classifier were used as a basis for the elaboration of the questionnaire. Results: It was observed in the sample of 286 participants that there is an increased chance of using psychotropic drugs among students in the 3rd and 4th year of the course. In addition, there was an increase in the use of psychotropic drugs, especially in individuals who have depressive symptoms. Conclusion: Careful attention is needed from those involved in the learning process of medical students in relation to the use of psychotropic drugs by these students, especially in the last periods of the course before the internship, due to the greater propensity to use medication, anxiety symptoms and panic.

Acceptance of problem-based learning by preclinical students from a public university and its impact on their learning

Introduction: In modern medical education, with its transformational changes, teacher-centered learning is transformed into student-centered learning. This shift has escalated so fast with momentum, and its value in teaching and learning has been evaluated in many ways. In the current scenario, problem-based learning (PBL) is a well-recognized effective method of teaching and learning. The credit goes to McMaster University in Hamilton, Ontario, Canada, for the establishment of PBL. In Malaysia, many medical schools have applied this method in their curriculum, one of which is University Malaysia, Sarawak (UNIMAS), which has also adopted PBL in its undergraduate curriculum since 1996. Purpose: The aim of this study is to determine the students’ acceptance of PBL and its positive and negative impact on their learning. Methodology: It was a cross-sectional study conducted to determine the acceptance of the students of PBL. The study population is selected using convenience sampling of 140 out of 148 pre-clinical year-2 students who were exposed to the PBL method, the focus group discussion (FGD) was conducted based on pre-framed questions to know the impact of PBL on the students’ learning. Results: Results showed that the respondents had the satisfaction and accepted PBL. Sixty students from 6 PBL groups were involved in FGD. Feedback from FGD revealed their difficulties with the conduction of 1st session of PBL, for instance, problems in searching resources, new learning environments and peers from different regions. There were positive responses spelled by the subjects that the PBL has improved their communication skills, critical thinking, and self-esteem. Conclusion: Overall the PBL has proved beneficial evidenced a positive impact on the learning process of medical students.

Can anxiety in undergraduate students in a high-fidelity clinical simulation be predicted? A randomized, sham-controlled, blinded trial

IntroductionHigh-fidelity clinical simulation has implied a revolution in health science training. Despite its benefits, some drawbacks could hinder the learning process, especially the anxiety produced during such scenarios. ObjectivesThe aim of the present work is to develop a predictive model capable of determining which students will present high levels of anxiety. DesignWe performed a randomized, sham-controlled, blinded trial in which students were randomly assigned to four scenarios and played one of two possible roles. MethodsBefore and after the simulation we assessed the anxiety level along with physiological and analytical parameters. The main analyzed outcome was an increase of ≥25% in anxiety compared with baseline. ResultsThe type of scenario or the role played had no effect on anxiety. The predictive model presented an Area Under the Receiver Operating Characteristics of 0.798 (95% CI: 0.69–0.90; p < 0.001), with age and systolic blood pressure being protective factors against anxiety. ConclusionsOur results showed that the anxiety level developed during simulation could be predicted. The application of this predictive model when associated to appropriate techniques to deal with increased anxiety levels could improve the learning process of medical students during simulations.

Students’ perception towards using M-Health applications for education in medical colleges of Imam Abdulrahman bin Faisal University

The use of m-health applications contributes to the learning process of medical students. However, no study has been conducted on this topic in Saudi Arabia. The objective of this study was to investigate the use of m-health applications in the medical colleges of Imam Abdulrahman Bin Faisal University, Saudi Arabia, and to assess the impact of their use on the grade point average of medical students. ology : This research was a randomized quantitative cross-sectional study conducted using a paper-based questionnaire that was distributed to 3646 students from the Abdulrahman Bin Faisal University Medical Colleges. 390 students completed and returned the questionnaire. The real problem to solve in this research was how medical students can increase their grade point averages. The statistical analysis was carried out using the Chi-square test. The majority of the participants used smartphones (92.8%) and medical applications (80.5%). The results suggested that m-health applications positively influenced the educational process of students. The findings indicated that the participants who used m-health applications tend to get higher grade point averages (χ 2 = 26.612, p-value < 0.05). The participants used m-health applications more frequently for educational and learning purposes. The following applications were significantly associated with the grade point averages: the clinical score systems/medical calculator application (χ 2 = 27.298, p-value < 0.05), the procedure documentation application (χ 2 = 10.520, p-value < 0.05), and the communication application (χ 2 = 17.725, p-value < 0.05). Also, there was an association between the student's medical specialty and the use of the medical applications (χ 2 = 25,212, p-value <0.05). The results indicated that a high proportion of medical students at Imam Abdulrahman Bin Faisal University Medical Schools used smartphones and medical applications during the learning process. The students who used medical applications more frequently obtained higher grade point averages. The increased grade point average associated with the use of medical applications suggested that these applications contributed to learning, knowledge acquisition, and academic performance. This outcome indicates that it is convenient to incorporate the use of m-health applications in the curricula of all medical schools of Saudi Arabian universities.

OPTIMIZATION OF INDEPENDENT WORK OF STUDENTS IN THE LIGHT OF INNOVATIVE EDUCATIONAL TECHNOLOGIES WHEN STUDYING INTERNAL MEDICINE

The article deals with the organization of independent work of students with the active use of innovative educational technologies that open up new opportunities for optimizing the educational process in a medical university and set teachers tasks that are aimed at developing modern forms and methods of its implementation, which contribute to the organization of professional activities at a qualitatively new level. The purpose of the article is to analyze various aspects and methods of independent work of students in the light of innovative educational technologies in the study of internal medicine to optimize the educational process. The site of the Ukrainian Medical Stomatological Academy has a web-page of Internal Medicine Department № 1, where students can find guidelines for independent work for IV and VI courses in preparation for classes in Ukrainian, Russian and English using the Internet. Future doctors use multimedia technologies at meetings of the student scientific society, during educational events and open lessons for school students, organizing educational hours among the student audience, which expands opportunities for creativity, develops competence and mobility, and strengthens the role of independent work. Using the information of the group "department of internal medicine № 1" in the social network Facebook, students not only master modern learning technologies in the era of the so-called information society but also master communication skills with other people, learn to search in different ways and analyze certain information. As a result of the functioning of the computer class, students have the opportunity to pass the test control of the initial and final levels of knowledge in the current and final practical classes, test tasks from the license exam "KROK-2", which encourages them to more thorough preparation for classes in internal medicine. In the course of studying internal medicine, it is important to create and optimize conditions for independent work of students for further development of professional competencies of a doctor: the ability to work with information on the global Internet, to use the capabilities of modern computer systems and innovative technologies to solve professional problems. The use of innovative educational technologies in the organization of independent work of future doctors at Internal Medicine Department № 1 contributes to a deeper study of internal medicine, the formation of professional knowledge and their application in practice, and strengthening the connection between educational and scientific work, and also optimizes the learning process of medical students, which ensures the dynamic development of a specialist's personality, activates his creative and clinical thinking, helps to implement an individual approach to training and meets the requirements of modern medical education.

Learning Process of Medical Students During Simulation Training in Psychiatry

Learning Process of Medical Students During Simulation Training in Psychiatry

Medical students accept virtual patients as a helping tool to achieve their study plan objectives

Background: Technical innovation in medical education is a new era that can augment students' problem-solving capabilities. Virtual patients (VPs) have a recognized position in this new era. Research is still ongoing regarding the role of VPs in the learning process of medical students. Aim: The aim of the study was to explore the perception of preclinical and clinical medical students toward VPs in problem-based learning environment. Methods: Thirty-one medical students, 21 preclinical (3rd year) and 10 clinical (4th year) from Sulaiman Al Rajhi Medical College, Saudi Arabia ( first two patches), were enrolled in this cross-sectional study after their acceptance to participate. Necessary orientation was given prior to start by content experts; then, a curriculum-mapped standardized VP case was offered to each group. Following the completion of the VP case, each group had the same standardized validated VP questionnaire to assess their perception and attitude. Results: Respectively, 3rd and 4th year students had the following perceptions regarding VPs: 62% versus 70% considered it a useful learning experience, 48% versus 70% liked practicing it in small groups, and 60% versus 90% recommended incorporating it in upcoming year courses. Eighty percent of the clinical students considered VPs realistic. Clinical and preclinical students' perceptions toward VPs showed no significant difference in all questionnaire items. Conclusion: VPs had a positive impact on medical students and can be implemented in both pre and clinical settings to accomplish their study plan objectives.

RESIDENT AS TEACHER IN CLERKSHIP: STUDENTS’ AND RESIDENTS’ PERCEPTION

Background: Resident has a significant role and time allocation as a clinical teacher in the learning process of medical students at the clerkship stage in clinical settings. Unfortunately, residents were often not formally asked to be involved in the teaching process. Residents’ role in medical students’ learning process in clerkship is still ill defined. The aim of this study was to explore the perceptions of resident and medical students on residents’ role as a teacher in clerkship using cognitive apprenticeship model.Methods: This study used quantitative descriptive, cross sectional design. Samples taken with total sampling were 153 students (68.3%) and 214 resident (60.6%) of the total population. Respondents were asked to fill The Maastricht Clinical Teaching Questionnaire (MCTQ), and the results were analyzed using ANOVA and independent t-test.Results: Results of quantitative analysis showed a difference of perception between students and residents in modeling (p = 0.008) and overall performance (p = 0.002) factor, in which students placed a higher point than the resident. These results were consistently found in three departments. While in three other, students gave a lower point than the resident. In addition, differences also found in the exploration factor based on residents’ study period and residents’ preferences for teaching.Conclusion: Residents’ role as a clinical teacher in clerkship is very important, especially as a role model for students. Taking into account of time allocations spent between students and the residents, improvement and optimalization of residents’ role as a clinical teacher appears to be an important requirement.

Evaluation of an evidence-based medicine educational intervention in a regional medical campus

Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities. The experimental group was made up of third-year students from the RMC. The comparison group included students from the main campus of the medical school and another of its RMCs. The experimental group received additional training on EBM: one additional hour in class, plus skills development exercises throughout the semester. During the regular academic sessions, clinical questions requiring EBM literature searching skills were incorporated in the curriculum. Tests on knowledge and self-assessment of competencies were administered to all participants at the beginning and at the end of the semester. Data were analyzed using repeated measures analysis of variance and post hoc tests for within and between groups comparison. The Friedman test demonstrated a statistically significant effect of the intervention on knowledge (p <0.0001). The score of the knowledge test was significantly higher for the experimental group, when compared with baseline testing and with the comparison group (p <0.0001). Repeated measures analysis of variance demonstrated a statistically significant effect of the intervention on the score of the self-assessment of competencies (p=0.032). The score for the self-assessment of competencies was significantly higher for the experimental group when compared to baseline score (p <0.0001), but not with respect to the comparison group. Our study demonstrated the effectiveness of additional training and longitudinal integrated skills development leading to an increase in medical student knowledge and self-perception of competencies in EBM practice.

Aspects of the Inter Professional Learning Process of Medical Students Involved in a Family Health Unit

A new perspective for health completeness, for different knowledges and practices and the development of new dimensions of care needed to work inside multidisciplinary teams in the Sistema unico de Saude (SUS) led to the search for new forms of training, with the support of Brazilian National Curriculum Guidelines (Brasil. Ministerio da Educacao-MS, 2001). This study evaluates aspects of the interprofessional way of teaching and integration of students from the medical school at Sao Paulo City University, employing a weekly qualitative analysis evaluation (cards) of students and the half-yearly narratives on practices (2008-2012). The speeches of the students showed positive feelings (95%) related to practice. The core ideas were “motivation” (50.84%), “teamwork” and “interprofessional relations” (74%). The analysis of the narratives identified the “community people” as the most affecting the students, followed by the physician figure (due to their own professional option). The medical care was the activity that mostly involved the students.

Students' Attitude and Perception towards Basic Sciences in a Medical School of Nepal: A Cross-sectional Study

Background: The learning process of medical students is influenced by their attitude and perception towards different subjects. In conventional curriculum, basic medical sciences generally provide basement for students to construct the mansion of clinical knowledge and skills. Objective: We aimed to assess the first and second year medical students’ attitudes and perception towards the learning of basic sciences. Materials and methods: The questionnaire (nine items) designed by West and coworkers was distributed among 240 students and they were asked to denote their opinions using a five-point Likert scale, which ranges from “strongly agree” to “strongly disagree”. First five items measured the perceived importance and relevance of basic sciences to clinical medicine, and last four items measured the students’ attitudes toward, and perceived effectiveness of their education in basic sciences. The median score of statements were compared between subgroups of respondents using Mann-Whitney and Chi-square tests, wherever applicable. Results: Mean age of students was 19.8± 1.2 years; 58.2% and 41.8% were male and female respectively. Most of the respondents though disagreed with first statement and were neutral for second statement, agreed with all the remaining statements. The median scores were 12 and 9 for combination of first five statements and last four statements respectively. Significant level (p=0.003) of disagreement was shown by scholarship students than self-financed on the effectiveness of their education in basic sciences. Students’ curiosity through teaching of basic sciences was found to be significantly decreased (p=0.035) in second year students. Conclusion: Students acknowledged the importance and relevance of basic sciences to clinical medicine and showed overall positive attitude toward, and perceived effectiveness of their education in basic sciences.