Medical Student Perspective Research Articles

Environmental sustainability in healthcare: A qualitative study of the perspectives of nursing, medical and public health students in Kazakhstan

The aim wasThis study explored the perspectives of nursing, medical and public health students on environmental sustainability in healthcare. BackgroundThe healthcare sector has increasingly recognized the importance of adopting environmental sustainability over the past few years. This growing awareness emphasizes the need to thoroughly assess the connection between health care and environmental responsibility. DesignQualitative descriptive-exploratory design. MethodsThis study explored the views on environmental sustainability in health care of 29 nursing, medical and public health students at three universities in Kazakhstan through focus group discussions. Thematic analysis was used in the data analysis. Data collection was carried out from June to August 2023. ResultsUsing semantic thematic analysis, 209 initial codes were extracted, and then similar codes and meanings were grouped, leading to 21 categories until the development of the five significant themes. The five main themes are 'the impact of the environment on health', 'environmental sustainability practices in healthcare care', 'the importance of interdisciplinary collaboration in environmental sustainability in healthcare', 'intrinsic motivation to engage in environmental sustainability practices in healthcare' and 'challenges and barriers to practicing environmental sustainability in healthcare'. ConclusionsThe study findings suggest the critical aspect of addressing environmental sustainability through interprofessional collaboration and working on intrinsic motivation among health professionals. Furthermore, our study contributes in several ways to our understanding of environmental sustainability in healthcare. Provides a basis for clinicians, educators and policy makers to consider adding sustainability to their agenda to prepare future health professionals.

MEDICAL STUDENTS PERSPECTIVE ON THE TEACHINGPROCESS OF RADIOLOGY DURING AND AFTER THECOVID-19 PANDEMIC

Background: Over the last few years, radiology teaching and training have transformed from traditional lectures to early team-based clinical learning and case-based teaching. Objectives: To assess the perspective of undergraduate medical students regarding radiology teaching during and after the coronavirus disease 2019 (COVID-19)pandemic. Subjects and methods: A cross-sectional study was conducted among undergraduate medical students from third year to interns enrolled in Taif University for the academic year 2023-2024. An online, self-administered questionnaire was utilized for data collection. It contains 20 questions divided into three sections: I) general information and students demographic data (4 questions) II) questions related to the students teaching-learning experiences after the COVID-19 pandemic period (8 questions) and III) questions related to the students teaching-learning experiences in the COVID-19 pandemic period (8 questions). Results: A total of 204 students were included in the study. They were equally distributed according to their gender and almost equally distributed according to their academic year. The majority (86.3%) of them used tablets as the primary device for e-learning during and after the COVID-19 pandemic. Significant improvements were observed in the perspective of the participants regarding the quality of on-site radiology teaching (p<0.001), their performance in on-site radiologyteaching (p=0.007), and thoughts related to radiology teaching via e-learning (p=0.023) after the COVID-19 pandemic compared to it during the pandemic. Conclusion:Medical students generally view radiology education positively after the pandemic. However, improvements in the structures and assessments of both online and onsite radiology teaching are needed. Interestingly, female students found e-learning and assessments more valuable, while older students appreciated the overall structure more.

Factors affecting the choice of neurosurgery: Medical student’s perspective

IntroductionChoosing a promising specialty for medical students is not an easy decision, particularly in a field like neurosurgery known for its high levels of stress. However, in recent years, there has been a decrease in interest, especially among female students, in choosing surgical specialties. Therefore, the present study aimed to identify influential factors in the selection of neurosurgery as a specialty from the perspective of medical students. MethodsThis descriptive-analytical study was conducted in 2023 at the Shahr-e Kord University of Medical Sciences. we estimated a sample size of 425 individuals from the study population. We collected the data using a questionnaire, which was administered through an online questionnaire system. ResultsMale and female perceptions of neurosurgery was similar across many of the surveyed factors, except for: “Male dominated”,“ Tolerant of criticism”, “Duration of residency” and “Must be an athlete”. The factor analysis reduced the 28-variable dimensionality to six latent factors that accounted for 60.72% of the variance found. The factor analysis recognized that, although male and female medical students do have some similar Survey Variable, the influence or weighing of those preferences is different for male and female students. The first latent factor for females consisted of: “Diverse patient population,” and “Procedural based.” The first latent factor for males consisted of: “Male dominated,” and “Prestige.” ConclusionThe factor analysis indicated that male and female students weight differently when selecting a specialty; this difference may account for the large differences in proportion between males and females in Neurosurgery residency.

The professionalism of clinical teachers in clinical education.

Professionalism has long been recognised as a core competency for clinical teachers as role models and educators. The present study aimed to evaluate the adherence to professionalism of clinical teachers from the perspectives of resident doctors and undergraduate medical students. This is a descriptive and cross-sectional study. All learners, including undergraduate medical students and residents who were studying in the medical school and teaching hospitals affiliated with Shahid Sadoughi University, were entered into this study as evaluators (n = 311). Of these, 151 clinical teachers were assessed by the learners. The students were asked to assess the two clinical teachers with whom they had interacted during the previous month in the clinical department. The Faculty Professionalism Evaluation Questionnaire was used in this study. The results of the confirmatory factor analysis (CFA) confirmed the adequacy of the model. The total mean score was 1.98 (standard deviation=0.36, range = 0.96 to 2.82). In addition, the total mean score of the adherence to professionalism among clinical teachers was reported at the level of "met expectations". The results showed that the teachers' scores in the domains of "doctor-patient relationship" and "doctor-student relationship" were reported under the "met expectations" level. Their scores in the "inter-professional relationship" and "doctor-self relationship" domains were reported as "below expectations". The results showed the scores of teachers' professionalism were significantly lower from the viewpoints of residents than in the perceptions of medical students (p=0.0001). The professionalism scores of clinical teachers were evaluated as "below expectations" from the learners' perspectives.

Teaching respect for body donors: A US medical student perspective.

Recent controversies over the mismanagement of body donors in US medical schools have raised public concerns over the ethical treatment of bodies in "anatomical gift" programs. Despite widespread moral outrage at such cases, medical students may still make seemingly inconsequential mistakes or jokes that in fact constitute acts of disrespect. This may partially be attributed to the process of desensitization in working with human remains, and indicates a further need to inculcate into medical students the ethical responsibilities of working with body donors. Donation agreement statements that lack specific information about the respectful treatment of bodies in the anatomy laboratory may serve as an additional point of concern for potential donors seeking reassurance about the future treatment of their bodies. This viewpoint draws from the anecdotal experiences of medical students to portray two scenarios of medical students' disrespectful conduct toward body donors, and constructs an account of moral respect for human remains based on respect for posthumous autonomy and respect in attitude. It then provides suggestions for US medical schools to incorporate this ethical framework into their anatomy curricula to instill respectful dispositions in its students and facilitate a more robust informed consent process for potential donors who entrust their bodies to medical students.

A scoping review of the ethical impacts of international medical electives on local students and patient care

BackgroundInternational electives are often considered a valuable learning opportunity for medical students. Yet, as travelling to lower and middle income countries (LMICs) becomes more common, ethical considerations of such practices emerge. We conducted a scoping review to assess the extent to which five ethical themes were addressed in existing literature about electives, with the aim of investigating the ethical impacts of medical student electives on local resources, patients and clinicians in LMICs.MethodsWe systematically searched PubMed, Global Health and Embase databases using the search terms “(ethics) AND (medical electives)”. Thematic content analysis was undertaken using a combination of deductive and inductive themes. The deductive themes included: exceeding clinical competence, use of limited local resources, respect for patients and local culture, collaboration with local community/colleagues, and one-sided benefits in partnership. In addition, we also allowed for emerging themes within the data, and conducted a narrative synthesis of the results.ResultsA total of 37 papers discussed ethical issues relating to medical student international electives to LMICs. More publications were written from the medical student perspective (n = 14), than by the host-institution (n = 5), with nearly half written from third-party perspectives (n = 18). Negative impacts on local host students and impact upon patient care were identified as additional ethical considerations.ConclusionsOur review demonstrated that while there is a degree of awareness in the existing literature of the potential negative impacts of medical electives to local LMIC students’ access to medical education and patient care, continued work is needed to ensure equitable partnerships. We recommend that these ethical themes should be further explored in pre-departure elective teaching courses and post-elective debriefs to increase medical students’ awareness of the impact of their presence on host communities.

The educational impact of the hashtag PathTweetAward on pathology from the perspective of medical students

The educational impact of the hashtag PathTweetAward on pathology from the perspective of medical students

Establishing the measurement and psychometrics of medical student feedback literacy (IMPROVE-FL): A research protocol.

Current feedback models advocate learner autonomy in seeking, processing, and responding to feedback so that medical students can become feedback-literate. Feedback literacy improves learners' motivation, engagement, and satisfaction, which in turn enhance their competencies. However, there is a lack of an objective method of measuring medical student feedback literacy in the empirical literature. Such an instrument is required to determine the level of feedback literacy amongst medical students and whether they would benefit from an intervention. Therefore, this research protocol addresses the methodology aimed at the development of a comprehensive instrument for medical student feedback literacy, which is divided into three phases, beginning with a systematic review. Available instruments in health profession education will be examined to create an interview protocol to define medical students' feedback literacy from the perspectives of medical students, educators, and patients. A thematic analysis will form the basis for item generation, which will subsequently undergo expert validation and cognitive interviews to establish content validity. Next, we will conduct a national survey to gather evidence of construct validity, internal consistency, hypothesis testing, and test-retest reliability. In the final phase, we will distribute the instrument to other countries in an international survey to assess its cross-cultural validity. This protocol will help develop an instrument that can assist educators in assessing student feedback literacy and evaluating their behavior in terms of managing feedback. Ultimately, educators can identify strengths, and improve communication with students, as well as feedback literacy and the feedback process. In conclusion, this study protocol outlined a systematic, evidence-based methodology to develop a medical student feedback literacy instrument. This study protocol will not only apply to medical and local cultural contexts, but it has the potential for application in other educational disciplines and cross-cultural studies.

Navigating perspectives of students and faculty: Language of instruction in Indian medical education

Background: The introduction of medical education in a regional language in Maharashtra, India, has ignited a wide-ranging discussion within the medical community. It is important to obtain the perspectives of Indian medical students and faculty about the same as it can create a direct impact on their career. This article delves into the various perspectives of students and faculty regarding this initiative. It explores the historical backdrop of medical education in India and the evolving role of language, especially English, within the field. Aims and Objectives: The objective is to obtain the perspectives of students and faculty of medical educational institutes in India and to compare their opinion after grouping them based on their seniority, workplace (native state or migrated), and language of instruction during their schooling. Materials and Methods: The study is a multi-centric observational cross-sectional research conducted by two medical colleges in India (Government Medical College, Surat and RUHS College of Medical Sciences, Jaipur). It encompasses a nationwide online survey carried out by sharing a pre-designed questionnaire as a Google Form link from June to August 2023, following approval from the institutional ethical committees of both medical colleges. The responses were analyzed to compare the perspectives of different groups of participants regarding the need for the English language as well as regional languages for various requirements in the medical field, using Epi-info software version 7.2.5.0. Results: The results reveal that the majority of participants, including undergraduate students, postgraduate students, and faculty prefer English as the medium for medical education. However, the preference for regional languages is relatively higher among pre-clinical students and those with regional language schooling. The study also highlights that most participants believe English is essential for collaboration with the global medical community, higher studies, job opportunities, and competitive exams, whereas regional languages may facilitate a better understanding of concepts and doctor–patient communication. Conclusion: While the majority favors English as the medium for medical education, the introduction of regional languages may have its own merits. The decision to choose the medium of instruction for medical education should consider a balance between the linguistic diversity of India and the need for a globally recognized standard medical education system.

MEDICAL STUDENTS’ PERSPECTIVES ON E-LEARNING DURING THE COVID-19 PANDEMIC IN INDONESIA

Background: Online learning, as one e-learning form, enables interactive learning experiences for students. However, undergraduate students in the medical programme of Cenderawasih University in Papua have been facing various challenges in their engagement with online learning activities during the Covid-19 pandemic. This study examined the perspectives of medical students about their online learning experiences during the university closure due to policy regarding the pandemic situation.Methods: A total of 125 students participated in an online survey using Google Forms, and the data extracted were subject to descriptive analysisResults: The results showed that despite some positive feedback about the online learning management, learning delivery, and motivation received, the students shared their online learning challenges in their interactions with lecturers and peers, their inability to undertake independent self-study, as well as their challenges in group discussions and practicum classes. Other challenges students experienced were difficulties in purchasing internet data and their limited access to learning resources and learning spaces.Conclusion: Taking the socioeconomic and cultural status and contexts of Papua, the most eastern province of Indonesia, this study contributes to the literature on e-learning in medical education in such contexts. Medical faculties in similar settings can also benefit from this study.

An educational model to teach at the bedside: A qualitative exploratory descriptive study

Background: Teaching medical students at the bedside to foster a spectrum of essential skills can only be acquired if an educational method is utilized in rounding practices regularly. Therefore, this study aimed to identify the best model for conducting bedside rounds from the perspectives of medical teachers and students in our context. Methods: This qualitative exploratory descriptive study, using interviews and observations, was conducted at the Kerman University of Medical Sciences, Iran in 2020. We recruited skilled bedside teachers/role models (n=6) and medical students (n=8) based on snowball and purposive sampling techniques. Data were collected through (A) semi-structured individual interviews and (B) observation of clinical rounds. We used deductive content analysis to analyze data using MAXQDA software version 12. The trustworthiness of the data was evaluated based on four criteria: credibility, transferability, dependability, and confirmability. Results: In total, this study involved 14 participants, which included 6 bedside role models and 8 medical students. The mean age of medical teachers and medical students was 50 and 29.6 years, respectively. The mean duration of the interviews for medical teachers, medical students, interns, and residents was 20, 25, 30, and 20 minutes, respectively. The findings revealed three cycles and twelve phases that contribute to the development of the optimal bedside teaching model. These include the preparation cycle (comprising preparation, planning, and orientation), the clinical exposure cycle (which involves introduction, interaction, instruction, reinforcement, supervision, and summarization), and the conclusion cycle (consisting of debriefing, feedback, and reflection). Conclusion: An educational model can better facilitate the acquisition of the entire range of clinical skills and professional behaviors, which are indispensable components of learning. The experiences obtained from batches of participants in our context have been instrumental in developing an essential model that fosters both tangible and intangible skills, thereby producing competent doctors.

Healthcare students’ knowledge, attitudes, and perspectives toward artificial intelligence in the southern Vietnam

The application of new technologies in medical education still lags behind the extraordinary advances of AI. This study examined the understanding, attitudes, and perspectives of Vietnamese medical students toward AI and its consequences, as well as their knowledge of existing AI operations in Vietnam. A cross-sectional online survey was administered to 1142 students enrolled in undergraduate medicine and pharmacy programs. Most of the participants had no understanding of AI in healthcare (1053 or 92.2 %). The majority believed that AI would benefit their careers (890 or 77.9 %) and that such innovation will be used to oversee public health and epidemic prevention on their behalf (882 or 77.2 %). The proportion of students with satisfactory knowledge significantly differed depending on gender (P < 0.001), major (P = 0.003), experience (P < 0.001), and income (P = 0.011). The percentage of respondents with positive attitudes significantly differed by year level (P = 0.008) and income (P = 0.003), and the proportion with favorable perspectives regarding AI varied considerably by age (P = 0.046) and major (P < 0.001). Most of the participants wanted to integrate AI into radiology and digital imaging training (P = 0.283), while the fifth-year students wished to learn about AI in medical genetics and genomics (P < 0.001, 4.0 ± 0.8). The male students had 1.898 times more adequate knowledge of AI than their female counterparts, and those who had attended webinars/lectures/courses on AI in healthcare had 4.864 times more adequate knowledge than those having no such experiences. The majority believed that the barrier to implementing AI in healthcare is the lack of financial resources (83.54 %) and appropriate training (81.00 %). Participants saw AI as a “partner” rather than a “competitor”, but the majority of low knowledge was recorded. Future research should take into account the way to integrate AI into medical training programs for healthcare students.

Final-year medical students’ perspective: a survey on the use of computed tomography in sepsis

ObjectivesTo determine the perspective of final-year medical students on the use of computed tomography (CT) in patients with sepsis.MethodsA total of 207 questionnaires were distributed to final-year medical students at a large university medical center, and 113 returned questionnaires met the criteria for inclusion in the analysis. Questions referred to sepsis guidelines, CT indications, and the use of contrast agents. Control variables included a level of practical experience as a final-year student (trimester of student’s practical year) and previous radiological experience. Statistical hypothesis tests such as the Mann-Whitney U test and chi-square test were performed.ResultsThe majority of participating students, 85% (n = 91/107), considered a Systemic Organ Failure Assessment (SOFA) score ≥ 2 as a diagnostic criterion for sepsis. The presence of ≥ 2 positive systemic inflammatory response syndrome (SIRS) criteria was considered relevant for diagnosing sepsis by 34% (n = 34/100). Ninety-nine percent (n = 64/65) of the participants who fully agreed with a SOFA score ≥ 2 being relevant for diagnosing sepsis would also use it as an indication for a CT scan. Seventy-six percent (n = 78/103) of the students rated a known severe allergic reaction to contrast agents as an absolute contraindication for its administration. Ninety-five percent (n = 78/82) considered radiation exposure as problematic in CT examinations, especially in repeat CTs.ConclusionMost final-year medical students were familiar with the sepsis criteria. Still, some referred to outdated diagnostic criteria. Participants saw the ability to plan further patient management based on CT as a major benefit. Most participants were aware of radiation as a risk of CT.Critical relevance statementMore detailed knowledge of CT in septic patients should be implemented in the medical curriculum. Retraining of medical students could help increase student confidence potentially improving patient care.Key points1. Whereas the majority of final-year medical students were familiar with sepsis criteria, some referred to outdated diagnostic criteria.2. Participants saw the ability to plan further patient management based on CT as a major benefit.3. Most participants were aware of radiation as a risk of CT.Graphical

Medical students' self-perceived knowledge and clinical comfort with genetics in Pakistan.

Pakistan has a high rate of genetic disorders and neonatal mortality concurrent with noted lack of genetic counselors and geneticists. To meet the needs of the patient population, the responsibility of providing clinical genetic services falls on general and specialty physicians. However, their education regarding these essential services is not standardized in medical school curricula nor has it ever been evaluated. The purpose of this work is to describe the self-perceived knowledge, clinical comfort, and perspectives of Pakistani medical students toward their medical genetics' education. A web-based survey was distributed electronically to medical schools around the country. The survey comprised of four sections: (1) participant demographics, (2) self-perceived medical genetics knowledge, (3) level of comfort in applying genetic knowledge and skills, and (4) attitudes toward medical genetics education. Descriptive statistics and a one-way analysis of variance were used for data analysis. Medical students in years 3, 4, and 5 (n = 473) from 25 medical schools participated in this research representing medical education in four Pakistani provinces. Most medical students reported "minimal" to "basic" knowledge of genetic testing methodology (64.7%), cancer genetics (64.9%), prenatal genetic testing (63.02%), and treatment strategies for genetic disease (72.9%). A plurality of students (37%) reported they were uncomfortable with interpreting and communicating genetic test results to patients. Medical students also expressed dissatisfaction with their medical genetics (40%) and genetic counselors training (42%). The self-perceived knowledge and clinical comfort with genetics among Pakistani medical students was limited, especially regarding genetic testing. A significant portion (74.5%) expressed desire for additional genetics education during medical school to aid in their role as future physicians. It is important for physicians-in-training to have a solid understanding of genetic concepts, technologies, and genetic counseling to best support their patients. As endorsed by the participating medical students, this study supports inclusion of more robust genetics' education into Pakistan's medical school curricula.

Discussing Personal Financial Wellness: A Medical Student Perspective.

Discussing Personal Financial Wellness: A Medical Student Perspective.

The hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctors.

Peer teaching has been utilised in the field of medical education to support learning of the curriculum in both pre-clinical and clinical contexts. The literature has shown that there is a hidden curriculum unique to peer teaching, but little is known about this from the peer learner perspective. This study explored the hidden curriculum of peer teaching and from the perspective of medical students and junior doctors. Data was collected via one-on-one interviews with 10 participants including junior doctors and medical students (n = 10). The interviews were transcribed, and thematic analysis was used to interpret the data. Five themes were identified in relation to the hidden curriculum of peer teaching-specifically, learning how to be a professional; be a better learner; to care for self and others; to navigate career pathways; and to become a future teacher. Peer teaching is a powerful resource for professional identity development in medicine and can be better leveraged to deliver on this potential.

Medical students’ perception toward neurosurgery as a career: a cross-sectional study

BackgroundThis study aims to access the perspective of medical students toward practicing neurosurgery after MBBS and also to identify factors responsible for low affinity among medical students in pursuing neurosurgery as a career. In this cross-sectional study, medical students were surveyed via pre-tested questionnaire, with a four-point Likert scale to determine their influence on student’s consideration of neurosurgery as a career. Data analysis was performed using SPSS software.ResultsThe survey was completed by 185 students out of which 56.2% students considered neurosurgery as a career. Although more than 90% students acknowledged that neurosurgery training is too prolonged and it can also impede family life but huge prestige and income is attached to neurosurgery, 35.7% students shared that neurosurgery exposure and teaching is not adequate enough for them in order to have a positive influence toward neurosurgery as a career.ConclusionAdditional studies are required to further explore how participation in a formal neurosurgery experience can alter medical students’ perceptions and influences their consideration of neurosurgery as career choice.

Motivations for Pursuing a Career in Podiatric Medicine.

Although podiatric medicine is a growing field, it is still relatively unknown to many in the general public, including those seeking careers in medicine. The purpose of the present study is to portray the perspectives of current podiatric medical students on motivational factors that encouraged them to pursue the field. An online survey was developed and delivered to the student body of a single podiatric medical school. The survey investigated the motivation to pursue podiatric medicine, including first exposure to the field, shadowing experiences, and a variety of motivational factors. Of 149 students, 81 (54.4%) completed the survey. The three highest-rated reasons for pursuing podiatric medicine were "stable and secure future," "work-life balance," and "intellectual satisfaction." The three most-cited types of first exposure to podiatric medicine were "undergraduate pre-health advisor," "family member/friend is a podiatrist," and "form of media other than television, including the Internet." Shadowing experiences were identified as an important part of developing an interest in pursuing podiatric medicine, especially in the surgical setting. Understanding the perspectives of current podiatric medical students is important in considering future efforts to promote the profession.

A qualitative evaluation of the impact of a medical student school outreach project on both medical students and school pupils

ObjectiveTo explore medical student and school pupil experiences of an outreach school teaching project.SettingCommunity engagement is increasingly commonplace within medical school. Secondary schools offer ample opportunities for community engagement as...

The Mentee Perspective: Evaluating Mentorship of Medical Students in the Field of Orthopaedic Surgery.

Mentorship is an invaluable facet of medical education. The purpose of this study was to analyze medical student perspectives of mentorship they received and the influence this has on their participation in the field of orthopaedic surgery. We conducted a cross-sectional study of medical students interested in pursuing orthopaedic surgery through an 18-question survey distributed through social media and e-mail. Two hundred fifteen students completed this survey, with over 50% of students reporting that they have a mentor in orthopaedic surgery while 34% were actively seeking one. Most students found mentors through research opportunities (25%) and cold e-mails (20%). Common hurdles to mentorship were access (38%) and finding common time (30%). Peer mentorship had a higher mean satisfaction score in all domains, except facilitating matching, and there was a significant difference between groups (e.g., peer mentor versus program director; P < 0.001). Sex, race, and degree type were not significantly related to students' access to or their evaluation of mentors (P > 0.05 for all). Overall, this study demonstrates that medical students across the nation rely on mentorship to guide them on their path to becoming an orthopaedic surgeon.