Medical Student Perspective Research Articles

Importance of Inclusive Education in General Medicine Through the Perception of Medical Trainees: A Thematic Analysis.

Background General medical education plays a pivotal role in ensuring holistic care in the context of rapidly aging populations. Japan's demographic trends underscore the significance of general medicine in elevating community care standards. Understanding and catering to the aspirations, perceptions, and ideals of medical students and residents can significantly augment the effectiveness of general medicine education. This research aimed to explore the perspectives of medical students on the ideal tenets of general medicine education in rural Japan. Method A qualitative approach was employed, focusing on medical students and residents with a keen interest in general medicine, all of whom underwent training at a rural-based Japanese hospital. Through semi-structured interviews, insightful data were garnered and subsequently subjected to a comprehensive thematic analysis. Results The thematic analysis unearthed three core themes: commitment of educators in valuing learner diversity, promotion and understanding of general medicine, and inclusivity and diversity in educational institutions. The first highlighted the centrality of educators' sincerity, emphasizing the importance of genuine, sustained interactions that foster mutual respect and collaborative learning. The second theme underscored the need to elucidate the intrinsic value and modern-day relevance of general medicine, emphasizing its deep roots in community-based practices and its continuity with long-standing medical traditions. The third theme spotlighted the crucial role of comprehensive medical education in fostering enriching dialogues, embracing varied learning experiences, and capitalizing on the distinctive strengths of educational institutions. Conclusion These findings underscore the pivotal shift required in pedagogical approaches to comprehensive medical education. A genuine collaborative educator-learner relationship, the reframing of general medicine's significance rooted in community welfare, and a strong emphasis on inclusivity and dialogue form the cornerstones of these insights. This study provides a touchstone for restructuring educational strategies, aiming for a more integrated, genuine, and encompassing framework that is particularly vital for the effective propagation of general medicine in regions such as Japan.

Medical student perspectives on radiology subspecialties prior to core clerkship

Rationale and objectivesRadiology remains underrepresented in U.S. medical school clinical curricula, and preconceived opinions about the field may impact whether students pursue elective exposure. A core radiology clerkship at one academic institution presents an opportunity to evaluate students’ early preferences for different radiology subspecialties, thus informing curricular design and inspiring student recruitment. Materials and methodsAt a single allopathic medical school, a required, four-week, clinical-year radiology clerkship that occurs in the second year includes immersive one-week experiences in two subspecialties. Prior to their clerkship, students rank their immersion preferences by distributing 100 points across eight fields, the values of which were analyzed as a proxy for interest. A secondary survey was distributed to active first- and second-year medical students to further investigate the factors drawing them to radiology. ResultsImmersive experiences in musculoskeletal, body, and breast imaging were most preferred, earning ≥20 points from 41.6 %, 34.3 %, and 31.9 % of students, respectively. Women were significantly more likely than men to express interest in breast imaging (35.8 % vs. 24.8 %, p = 0.037) and pediatric radiology (28.8 % vs. 12.8 %, p = 0.001). Men were significantly more likely than women to prefer body imaging (41.9 % vs. 30.2 %, p = 0.034), neuroradiology (29.1 % vs. 19.5 %, p = 0.048), and nuclear medicine (11.1 % vs. 5.1 %, p = 0.044). ConclusionEarly in their clinical education, medical students prefer certain subspecialties, especially musculoskeletal, body, and breast imaging. Women expressed significantly stronger interest in breast imaging and pediatric radiology, while men indicated significantly stronger interest in body imaging, neuroradiology, and nuclear medicine.

Exploring medical students’ perceptions and understanding of the health impacts of climate change: a qualitative content analysis

BackgroundClimate change has been identified as the greatest threat to global health in the twenty-first century, with its unfavorable health consequences being among its impacts on humans. Exploring the perspectives and understanding of healthcare professionals and service providers concerning climate change becomes imperative. The aim of this study is to investigate the perceptions and understanding of final-year medical students regarding the health impacts of climate change on individuals and the healthcare system using a qualitative content analysis.MethodsThis study employed a qualitative content analysis approach. Face-to-face interviews were conducted with the aid of an interview guide to explore the students' awareness, understanding, and attitudes towards the impacts of climate change on public health and the healthcare system. The collected interview data were subsequently organized into codes, categories, and subcategories based on the students' perspectives and attitudes towards climate change.ResultsFifteen medical intern students were interviewed for this study, and the qualitative findings were categorized into 3 categories, 23 subcategories, and 229 codes. The study's findings revealed various health impacts of climate change, which were classified into three main categories, including environmental effects with 8 subcategories, socio-economic effects with 8 subcategories, and health effects with 7 subcategories. The study's findings revealed medical students' perceptions of various health impacts of climate change and These findings suggest that medical student understand that climate change has significant impacts on individuals' health and society, mainly through environmental degradation, increased risks, and climate-related disasters, which ultimately lead to adverse health outcomes.ConclusionsThe perspectives of medical students in this study indicate that climate change may not have a direct and immediate impact on the health of individuals and communities. However, it can significantly influence their health and socio-economic well-being by exacerbating or causing environmental problems, increasing the risk of weather-related events and natural disasters, ultimately leading to adverse health outcomes. While the medical students' perspectives on the health impacts of climate change are indeed broad, incorporating scientific knowledge about this topic into the medical curriculum and educating students on how to deal with patients affected by these consequences can have a significant impact on health management. This proactive approach, despite the students' already comprehensive understanding, can enhance their preparedness to address the health effects of climate change and contribute to strengthening the healthcare system's resilience in the face of climate-related challenges.

Understanding Medical Students’ Concerns about Explicit Informed Consent for Pelvic Exams Under Anesthesia

Medical student involvement in procedures, including pelvic exams under anesthesia (EUAs), is a fundamental part of medical education. While guidelines exist regarding informed consent for medical student participation, there is ongoing debate and uncertainty regarding the requirement and modality of obtaining explicit consent for pelvic EUAs. This study aims to explore the perceptions and experiences of medical students who do not favor an explicit informed consent process for pelvic EUAs. An anonymous online questionnaire was distributed to third- and fourth-year medical students at the University of Pittsburgh School of Medicine who had completed their obstetrics and gynecology core clerkship. The questionnaire included both quantitative and qualitative sections. Qualitative analysis was conducted using a mixed inductive and deductive coding approach, with key patterns, categories, and themes identified through content analysis. Among the 201 students included in the analysis, 50 students did not endorse an explicit informed consent process for pelvic EUAs. Themes that emerged from their open-ended responses included: (1) the belief that medical student involvement is implicitly included in patient agreements at teaching hospitals; (2) the perception that pelvic EUAs are an essential first step in gynecologic surgery; (3) the view that pelvic EUAs are comparable to other medical procedures; (4) concern that explicit consent would limit educational opportunities; and (5) the belief that pelvic EUAs are not harmful or traumatic to patients. The findings highlight the justifications provided by medical students who do not support explicit informed consent for pelvic EUAs. While some arguments align with previous ethical analyses, this study provides empirical and qualitative insights into students' perspectives. The belief that patients implicitly consent to medical student involvement at teaching hospitals warrants further examination, as patient awareness and understanding may vary. The differentiation between pelvic exams and other EUAs, as well as the perception of minimal harm, should be critically evaluated in the context of trauma-informed care and patient autonomy. Furthermore, the interconnectedness of educational and surgical aspects of pelvic EUAs should be clarified in patient-physician communication. Understanding the perspectives of medical students who do not favor explicit consent for pelvic EUAs is crucial for developing and implementing consent processes. The findings emphasize the need for enhanced patient-physician communication, standardized frameworks for learner involvement, and curricular adaptations to address patient perceptions and trauma-informed care. Future research should explore these themes in larger and more diverse cohorts to inform best practices in obtaining informed consent for medical student participation in pelvic EUAs.

A cord of four strands: Perspective of pre-medical and medical students on combined teaching modalities in undergraduate biochemistry.

Despite being a traditional coursework for pre-medical and medical students around the globe, biochemistry education suffers from a lack of positive appreciation due to the nature of the subject combined with deficiency of teaching modalities. A first semester biochemistry course was designed to include four different teaching modalities: lectures, recitations, case studies, and student presentations. A multi-item, anonymous, and voluntary questionnaire was distributed to students who had just completed the course and to those who had taken it the previous year. The questionnaire asked students to evaluate the course and how the different modalities affected their learning. These questionnaires took place in a two-year period between 2020 and 2021. Eighty-six (46%) of 186 total students responded. The vast majority of respondents agreed with the use of multimodal teaching techniques with respect to its impact on overall preparedness for future coursework, understanding, and enjoyability. Lectures and recitations were found to be the most useful in information retention and learning, although the same were found to be less enjoyable than other modalities. Although case studies and presentations were found to be enjoyable, most students ranked them low in terms of information retention and were the most voted to be removed from the course. There was general agreement between premedical and medical students' perception on the usefulness of the multimodal teaching techniques with respect to medical biochemistry modules and standardized exams. The agreement between cohorts suggests the premedical students accurately evaluated the usefulness of the course for the following year and validates the usefulness of the premedical student surveys. Use of multiple modalities in biochemistry education can be of substantial benefit in engaging and preparing students for further education.

A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School.

Learning style (LS) frameworks have been implemented by educators to promote participatory learning in order to strengthen learner engagement and to enhance learning outcomes. Self-efficacy has been shown to have an association with learning style and is a predictor of clinical performance and other qualities in medical students. This study examined the perspectives of second and final year medical students in a Caribbean-based medical school, relative to their learning approaches, teaching exposures and preparation for assessments. An interpretivist qualitative approach was used to analyze data from two focus groups, conducted as part of a sequential mixed-methods study (November 2018-February 2019) with medical students in the second and final year of study. Discussions were audio-recorded, transcribed verbatim, and inductively coded with in-depth thematic analysis assisted by NVivo software. Six Year 2 (Female: Male = 5:1) and seven Year 5 (Female: Male = 5:2) participants, ranging between 18 and 34 years and with a range of LS were recruited into the study. Analysis and data reduction produced three organizing themes: "Dynamics of information delivery and acquisition", "Pivoting", and "LS identification, awareness and mutability", and the global construct "Individual and environmental factors modulate the influence of LS preference in triggering self-efficacy". In managing information received in class, students used textbooks, YouTube videos, and collaborative learning to augment perceived gaps in lectures and their personal notes. Learning style self-awareness is useful for facilitating self-efficacy throughout medical school, especially at points of transition within the programme of study. LS theory and testing appear to be useful for student and teacher awareness. In practice, honing students' adaptability to varying learning settings may be more relevant in helping students achieve self-efficacy.

Clerkship from the Perspective of Medical Students: A Mixed Methods Study

Introduction: One of the most important tasks of medical science universities is the training of qualified and specialized human resources to acquire the necessary skills and efficiency to meet the needs of society. Apprenticeship training is considered a serious issue in education; therefore, examining the current situation, identifying the problems in the trainee training and taking measures to rectify and correct them will lead to the achievement of learning objectives and the improvement of the quality of health services. The aim of the present study was to investigate the status of the clinical clerkship from the perspective of Esfarayen medical students. Method: This quantitative-qualitative study was conducted with 163 public health, nursing and emergency medicine students. In the quantitative phase, a standard questionnaire was used to assess check the status of the students' internships. The qualitative phase was also conducted with the aim of determining identifying the challenges in internships from the students' perspective through individual interviews and targeted group discussions. Results: The educational level of the internship was rated as relatively good with a standard average of 3.47. Although the academic situation of the students' internship was relatively good during the COVID-19 epidemic, there were always challenges in the course of the internship. In the individual interviews and group discussions, the challenges were identified in the form of 6 main codes (challenges related to the instructor, the students, the internship environment, the staff, the training programsand the clients) and 20 sub-codes. Conclusion: Despite the relatively good condition of the clinical clerkship in a quantitative evaluation, these courses showed problems in a qualitative evaluation, such as insufficient experience and motivation of some professors and instructors, psychological problems of students, lack of educational facilities, weak interaction and participation of some staff, insufficient transparency of the training program, and lack of trust of patients in students. It is suggested to solve the challenges identified in this study to improve the quality and quantity of internship courses.

The missing ingredient: Medical student insights to inform and enhance learner handover.

Learner handover (LH) is the passing on of information about students between educators. In light of broad acceptance that LH can improve learner support experiences and performance outcomes, those involved are seeking greater governance to achieve practical, effective handover implementation. Stakeholder consultation can inform and enable the co-creation of meaningful, robust practice guidance. This study sought to address the gap in literature around in-depth learner opinion, a key element so far overlooked. This qualitative study (2022) investigated undergraduate medical student perspectives on appropriate tutor information-sharing at the University of Limerick School of Medicine (ULSoM). The findings build upon an educator focus group study published by the authors (2021). Eleven participants were recruited to represent the typical graduate-entry medical school programme population across years 1-4 of study. Their understanding and expectations of "learner handover" were explored qualitatively, using online, individual, semi-structured interviews. Inductive transcript coding and thematic data analysis were applied to illustrate learner insights. Emergent themes included shared values, individual context and collaborative process, with ideas proposed for specific action around student education, staff training, mental health support, and documented procedures. Consent, system transparency, data security and the development of positive handover culture were revealed as current needs. Student perspectives, together existing LH literature and highlighted aspects of educational theory, allowed the creation a new conceptual LH framework as a foundation for practice improvement. These findings provide clarity and contextual understanding, mainly from a pre-clinical phase learner standpoint, with pragmatic suggestions to enhance LH appeal.

Visão de estudantes de medicina sobre os resultados da pandemia de Covid-19 no currículo paralelo

The Covid-19 pandemic has significantly impacted medical education, especially the parallel curriculum, which encompasses several extracurricular activities, such as academic leagues, internships, extension projects, undergraduate research projects, teaching assistance, and elective courses. This study aims at analyzing the result of the Covid-19 pandemic on the parallel curriculum from the perspective of medical students. This is an exploratory-descriptive, cross-sectional study, using an online questionnaire via Google Forms® with Likert-type scale questions. The sample consisted of 340 Medicine students, from the 4th to the 12th terms, from Curitiba, Paraná. The online modality facilitated the submission of scientific papers, as well as the accessibility to medical events, which had the highest adherence among the evaluated activities. Participation in scientific research stands out, especially for students in the basic/ clinical cycle. Therefore, most participants agree that there are adaptations to be maintained in the post-pandemic period.

Virtual Visits in Medical Education: A Medical Student and Resident Perspective.

Necessitated by the COVID-19 pandemic, virtual care is now a fixture in health care delivery. Literature describes the pivot to virtual clinical education; however, less is known about the learner experience. Understanding perspectives of medical students and residents provides insight to optimize the educational experience in virtual care. Third-year medical students and general surgery residents at an academic teaching institution rated their experience of virtual clinic compared to in-person clinic through an anonymous 20-question survey. Questions were on a 5-point Likert scale with narrative opportunities and queried 4 learner objectives: patient care, systems-based practice, education, and faculty engagement. Medical student and resident responses were compared using a t-test. Lowest rated items included the ability to perform an accurate physical exam, engage with faculty, promote efficiency, and learn clinical skills. Residents gave lower ratings than medical students on all questions. There were significant differences between medical students and residents (P < .05) in actively participating in patient care, obtaining patient history, having adequate time for patient history, and facilitating efficiency. Narrative themes included faculty variability, virtual visits as additive but insufficient to replace in-person visits, and the importance of being in the same physical space or Zoom Room as faculty. Learners perceive the ability to perform a physical exam, promote efficiency, and engage with faculty to be compromised in the virtual clinic setting. Residents had less favorable perceptions of virtual clinic compared to medical students. Faculty should consider these varying learner perceptions to optimize the educational environment in virtual care.

'A human face and voice': transgender patient-educator and medical student perspectives on gender-diversity teaching

BackgroundTransgender and gender diverse (TGD) people face many obstacles in accessing health care, including discrimination, institutional bias, and clinician knowledge deficits. We developed a clinical skills and education module on gender-affirming care for pre-clinical medical students, in collaboration with a TGD-led civil society organisation. The module consisted of an educational session followed by preceptor-facilitated small group tutorials, led by TGD patient-educators (n = 22) who used their lived experience to explore medical history-taking and broader issues related to TGD healthcare with students (n = 199). This study aimed to explore the views of students and TGD patient-educators on the structure, delivery and impact of the module.MethodsAnalysis of responses of TGD patient-educators and students to the module (2020 and 2021), in post-intervention surveys using open-ended questions for TGD patient-educators (18 responses from 22 educators) and free text comments as part of a quantitative survey for medical students (89 responses).ResultsResponses from students and patient-educators to the session were highly positive. Students and patient-educators emphasised that the teaching session succeeded through elevating the centrality of shared experience and creating a safe space for learning and teaching. Safety was experienced by patient-educators through the recognition of their own expertise in a medical environment, while students reported a non-judgemental teaching space which allowed them to explore and redress recognised limitations in knowledge and skill. Patient-educators described their motivation to teach as being driven by a sense of responsibility to their community. Preceptor attitudes may function as a barrier to the effectiveness of this teaching, and further attention should be paid to supporting the education of clinical facilitators in TGD health.ConclusionThe experiences of TGD patient-educators and medical students in this study suggest that this model of teaching could serve as a transferable template for TGD health and the inclusion of other historically marginalised groups in medical education.

Readiness of Medical Students to Care for Diverse Patients: A Validated Assessment of Cross-Cultural Preparedness, Skills, and Curriculum.

Effective cross-cultural care is foundational for mitigating health inequities and providing high-quality care to diverse populations. However, medical school teaching practices vary widely, and learners have limited opportunities to develop these critical skills. To understand the current state of cross-cultural education and to identify potential opportunities for improvement, we disseminated a validated survey instrument among medical students at a single institution. Learners across 4 years of medical school participated in the cross-cultural care assessment, using a tool previously validated with resident physicians and modified for medical students. The survey assessed medical student perspectives on (1) preparedness, (2) skillfulness, and (3) educational curriculum and learning environment. Cross-sectional data were analyzed by class year, comparing trends between school years. Of 700 possible survey responses, we received 260 (37% response rate). Fourth-year students had significantly higher scores than first-year students (p<0.05) for 7 of 12 preparedness items and 4 of 9 skillfulness items. Less than 50% of students indicated readiness to deliver cross-cultural care by their fourth year in 9 of 12 preparedness items and 6 of 9 skillfulness items. Respondents identified inadequate cross-cultural education as the primary barrier. Medical students reported a lack of readiness to provide cross-cultural care, with self-assessed deficiencies persisting through the fourth year of medical school. Medical educators can use data from the cross-cultural care survey to longitudinally assess students and enhance curricular exposures where deficiencies exist. Optimizing cross-cultural education has the potential to improve the learning environment and overall patient care.

Delivering Bad News: Emotional Perspective and Coping Strategies of Medical Students.

The aim of our study was to analyze students' emotional experiences and coping mechanisms regarding the situation of delivering bad news (DBN). 291 fifth- and sixth-year students from 14 medical universities took part in our study. Their responses were analyzed from the perspective of their experience - whether the individuals received bad news, delivered bad news themselves, witnessed bad news being delivered, or had no experience at all. We used content analysis (CA) to examine the responses and analyzed classified variables using χ2 tests, logistic regression, and predictive modeling with multiple correspondence analysis (MCA). Students who had experience as a deliverer were more likely to experience failure and guilt (p=0.005). Predictions of anxiety (59.3%), stress (41.9%), and sadness (33.7%) were the highest in the students with no DBN experience. These students were most likely to make statements suggesting lack of methods and strategies for coping with difficult emotions. Students, who were immersed in DBN experiences, more often expressed the need to talk about their emotions with an experienced doctor, a family member or a friend, and used those conversations as a coping strategy. The most important aspects that influence the quality of delivering bad news are both communication skills and emotional context. Training regarding DBN should not only contain those two elements, but also consider the development of coping mechanisms.

Perceptions of Medical Students in Bandung towards Online and Offline Learning in the Anatomy Laboratory during the Covid-19 Pandemic

Background: Coronavirus Disease 2019 (COVID-19) that surged throughout the world in 2019 and engulfed Indonesia in 2020 had changed many aspects of people’s activities, significantly when altering the offline anatomy laboratories to online. This study aimed to determine the perspective of medical students in Bandung regarding the learning process in online and offline anatomy laboratories during the COVID-19 pandemic.Methods: This descriptive study had used modified questionnaires in previous research with a Likert scale. The respondents were 184 students from the 2018 or 2019 class of the Faculty of Medicine in Bandung, who participated in both online and offline anatomy laboratory learning methods. Sampling was carried out using the purposive sampling method. The data were presented in a frequency table and calculated by SPSS. Results: Regarding ‘material understanding’, most students (57.0%) disagreed that online anatomy laboratory activities were better than offline. In terms of ‘facilities and infrastructure’, 38.0% of students disagreed that online anatomy laboratory learning facilities were more adequate than offline. On the aspect of ‘teacher's perception’, most students agreed (39.0%) that teacher’s performance was better in online anatomy laboratory activities.Conclusion: This study shows that medical students prefer to combine online and offline anatomy laboratory activities.

The Influence of Religious Affiliation and Attitudes of Clinical Genetic Testing Among Medical Students in the West Texas Region.

Genetic counseling is an essential and pertinent field in any society to lower the prevalence of hereditary disorders. However, the desire to undergo counseling and genetic testing varies widely depending on the cultural background and level of scientific literacy of the individual. In this survey, we examine the perspectives of medical students on clinical genetic testing based upon their religious tradition. The total number of participants in the study was 257 (122 male and 135 female) second year medical students at Texas Tech University Health Sciences Center (TTUHSC). The distribution of religious identification (Atheist, Christian, Hindu, Jewish, Muslim, Spiritual/not Affiliated, and Other) among the second-year medical students. The survey was available to students through TTUHSC's Omnibus survey program for a period of two weeks. Most of the second-year medical students interviewed identified as being Christian (67%) with the next highest religious identification being Spiritual/not Affiliated (9%), Atheist (8%), and Muslim (6%). With regards to genetic tests, most of the students (95%), regardless of religious identification, have not used any commercial genetic testing services. Most second year medical students regardless of religious affiliation had similar agreement with questions regarding clinical genetic testing. However, there was a similar drop in agreement when it came on where students would want genetic screening to be performed regularly in clinics/hospitals. Given the numerous factors that must be considered, such as the patient's attitudes, knowledge, and beliefs towards the counseling process and genetic testing, genetic counseling is a challenging problem. Each target population's history, relevant exposure to, and domain expertise must be considered while promoting decision-making in genetic testing.

Perspectives of Indigenous medical students on a postgraduate Indigenous admissions pathway.

The objective of this study is to assess the perceptions of Indigenous medical students on postgraduate admissions through an Indigenous admissions pathway (IAP), and to determine what factors may influence Indigenous medical students' choice of residency training program. We distributed a survey to self-identified Indigenous students at settler Canadian medical schools. The survey questioned the students' acceptability of an IAP, and what factors would influence application through an IAP. Analysis included descriptive statistics and thematic analysis of open-ended questions. Thirty-six participants responded to the survey. Location and proximity to family or support system were the most important factors in choosing a residency program. Participants identified mentorship from Indigenous physicians and community involvement as being important features of a residency program that has an IAP. Eighty-one percent of participants felt the availability of an IAP would influence their choice of residency program. Fear of judgement or stigma, concern about entrance requirements, and program logistics were identified as barriers to applying to residency through an IAP. All participants believed that an IAP would have a positive influence on the healthcare system more broadly. An IAP appears to be an acceptable residency application format to Indigenous students but cannot exist in isolation. It is important for programs to consider the needs and safety of Indigenous trainees within residency programs.

Reactions and perspectives of medical students on workplace violence during clinical training in Ardabil, Iran, 2020

BackgroundWorkplace violence continues among medical students in training. This study aimed to determine the reactions and perspectives of medical students against workplace violence during clinical training in Ardabil University of Medical Sciences in Iran, 2020.MaterialsThis descriptive cross-sectional study was conducted on 300 medical students from April to March 2020, in the Ardabil university hospitals. Students with at least one year training in the university hospitals were eligible to participate. Data was collected via questionnaires administered in the health ward. Data was analyzed through SPSS 23 software.ResultsMost respondents had experienced workplace violence in the form of verbal (63%), physical (25.7%), racial (23%) and sexual (3%) violence during clinical training. Men were the aggressors during violence of a physical (80.5%), verbal (69.8%), racial (76.8%) and sexual (100%) nature (p < 0.001). When encountered with violence, 36% of the respondents did not take any action and 82.7% of respondents failed to report the incident. For 67.8% of respondents that did not report of violence incident, this procedure was deemed pointless, while 27% of respondents considered the violent incident insignificant. The main reason for workplace violence was perceived to be a lack of awareness of people about staff duties (67.3% of respondents). According to 92.7% of respondents personnel training was the most important factor in preventing workplace violence.ConclusionsThe findings suggest that the majority of medical students during clinical training in Ardabil Iran (2020) have been exposed to workplace violence. However, most students did not take any action or report the incident. Targeted personnel training, increase awareness of workplace violence, and encouragement of reporting these incidents should be promoted to reduce violence to medical students.

Virtual Care and Virtual Medical Education: A Canadian Medical Student Perspective

&#x0D; Background: The COVID-19 pandemic had accelerated the adoption of virtual care as an extension of routine clinical practice. In addition, pre-clinical undergraduate medical education was affected by the transition to both synchronous and asynchronous online learning. The objective of this study was to assess the current experience and knowledge of medical students with regards to virtual care. A secondary objective was to identify opportunities for improvement in the undergraduate medical curriculum.&#x0D; Methods: An electronic survey was distributed to undergraduate medical students in Canadian medical schools. Main sections of the survey addressed experience with virtual care encounters and perceived impact of virtual learning on medical education.&#x0D; Result: Out of our 53 respondents, the majority (80%) of medical students perceived high educational importance of virtual care encounters. 91% of the students recognized the developing role of virtual care in current and future medical practices. 55% of the surveyed showed readiness to conduct virtual care in the current curriculum. 94% of the responses stated the preferred feedback method for clinical learning was immediate faculty assessment following the encounter.&#x0D; Discussion: The results from this study provided insight on the medical learner’s experience while navigating virtual care and identified areas of improvements at an institutional level. Effective medical training that integrates the advantages of virtual care is crucial.

A User Study on Virtual Tutor Mobile Augmented Reality from Undergraduate Medical Student Perspectives

A User Study on Virtual Tutor Mobile Augmented Reality from Undergraduate Medical Student Perspectives

Medical Students' Understanding, Attitudes, and Awareness of Antibiotic Resistance

Background: Antibiotics are potent medication that can stop or significantly limit bacterial development. Misuse of antibiotics is a big issue around the world. Antibiotic resistance has become a major worldwide health concern since it is linked to more cases of illness and death, higher healthcare costs, and longer hospital stays. Numerous studies on antibiotic awareness have demonstrated cultural, behavioral, educational, and healthcare system differences in students' perspectives on antibiotics. The purpose of this pilot study was to assess medical students' perspectives, familiarity, and understanding of antibiotics at two Saudi Arabian universities. Aim: Examine medical students' understanding and perspective on the proper use of antibiotics. The purpose of this survey is to assess the level of knowledge regarding antibiotic resistance among medical students and to provide suggestions for reducing this problem. Methods: Students in the College of Medicine at Alfaisal University and Majmaah University were surveyed using a pre-designed, self-administered questionnaire for this study. A panel of specialists in the field has reviewed the questionnaire. The study's success will depend on the opinions of three distinct cohorts of future doctors. Results: The poll revealed a higher level of knowledge at Majmaah University (74.3%), but at Alfaisal University (71.81%) it was lower. Majmaah University had a higher rate of knowledge acquisition, according to the research. In addition, the study revealed that the rate of awareness at Al Faisal University was (86.35%), whereas the rate of awareness at Majmaah University was (87.13%), and the rate of attitude at Alfaisal University was (86.23%). Moreover, we discovered that as students’ progress in their education, so do their levels of knowledge, attitude, and awareness. Conclusion: The foundation of a thriving society is the use of sound scientific methods. Effective education, from this vantage point, plays a crucial role in imparting knowledge, awareness, and attitude that leads to change in behavior and habits, and therefore in the level of outputs that feed the community with a comprehensive health strategy.