Perceptions Of First Year Medical Students Research Articles

Perception of First-Year Medical Students Towards Cadaveric Oath.

Cadaveric oath-taking is a special way of expressing respect and gratitude to the donors and their families of medical students. The cadaveric oath-taking ceremony was organized for the first time in our medical college. Our study was carried out with the aim of understanding the perceptions of the students after the oath-taking ceremony. This is a descriptive cross-sectional study conducted in the Department of Anatomy among first-year medical students of a medical college. The total sample size was 100. Data was collected using a pre-structured questionnaire among a group of students who took part in a cadaveric oath-taking ceremony, conducted for the first time in the medical college. Sixty-eight percent of the respondents strongly agreed that cadaveric oath is important in anatomy learning. Eighty-four percent of respondents fully agree with the fact that cadavers are silent mentors. About 88.00% of respondents strongly agreed that they should be thankful to the family members for the noble gesture of body donation. Ninety-five percent of respondents strongly feel that cadavers should be treated with respect, compassion, care, and dignity. The cadaveric oath-taking ceremony holds significant importance in medical education, providing a unique opportunity and avenue to pay tribute to donors and acknowledge their generous contributions. Our study strongly supports integrating the cadaveric oath ceremony at the start of anatomy dissection, fostering ethical principles among aspiring doctors, and honoring the invisible guides in the field of medical education.

An Assessment of Student's Perception of Learning Anatomy and Virtual Tools among Bangladeshi Medical Undergraduates

Introduction: The rapid advancement of virtual tools in medical education has led to a debate on the most effective methods for teaching anatomy to medical students. This study aimed to assess the perceptions of first-year medical students in Bangladesh regarding traditional cadaveric and modern virtual methods in anatomy education. Methods: This cross-sectional descriptive and analytical study was conducted among 110 first-year medical students from two medical colleges in Dhaka, Bangladesh. A pre-tested, open-ended questionnaire was administered to collect data on demographic characteristics, student preferences in anatomy learning, and their level of agreement on the use of traditional and virtual methods. Non-parametric statistical tests were performed to evaluate score differences between teaching methods. Result: The study revealed a strong preference for a blended approach, integrating both cadaveric and virtual methods. Cadaveric methods were predominantly favored for tasks requiring a deep understanding of anatomical structures (76.36%), while virtual methods were preferred for understanding the anatomical basis of functional consequences (60.91%). A significant number of students strongly agreed that cadaveric dissection is vital in anatomy learning (29.09%). Conclusion: The study suggests that both traditional cadaveric and modern virtual methods have unique strengths and weaknesses in anatomy education. A blended approach, integrating both methods, could offer the most comprehensive learning experience for students. The findings have implications for curriculum designers, educators, and policymakers in medical education.

Undergraduate Medical Research: Perception of First MBBS Students

Background: Research is essential for the progress of the medical field. The research base should be developed from the undergraduate level itself. Though there are efforts taken by universities to fund Undergraduate research, the involvement of students is not up to the mark.Objective: The present study was undertaken to observe the perceptions of first-year medical students towards undergraduate research.Materials and methods: The present cross-sectional study was conducted at Alluri Sitaramaraju Academy of Medical Sciences (ASRAM) Medical College, Eluru, Andhra Pradesh. A total of 80 willing participants of first-year MBBS were included in the study. Informed consent was obtained duly from all participants. A standard questionnaire was given to students to answer by themselves.Results: 90% of students agreed that research helps them for better learning. 91% of students agreed that research upgrades their knowledge. 96% agreed that research is absolutely needed in the medical field. 23% reported that they will opt for research as a career option. 14% reported that they have knowledge about funding agencies of research. 70% of students reported that they need research to be inculcated in the curriculum.Conclusion: The study highlights that there is a strong need to increase awareness about medical research in undergraduate students and motivate them to apply for funding from agencies like Indian Council of Medical Research, Short Term Studentship and from university funding. Further detailed studies are recommended

Perception of first-year medical students of virtual video demonstration of the objective structured clinical examination at king saud university medical college in Saudi Arabia during the COVID-19 pandemic

Background: The coronavirus disease of 2019 (COVID-19) has challenged and disrupted medical education worldwide. Objective structured clinical examination (OSCE) is one of the types of assessment for undergraduate medical students that has been conducted for first-year medical students in the College of Medicine. Peer student training on participating in OSCE has been conducted prior to the pandemic. The aim of this study was to assess medical students' perception of online virtual peer student video training on participating in the OSCE. Methods: Medical student's council team prepared a video demonstration on the steps of participating in OSCE. In October 2020, the video was provided online for first-year medical students (n = 302) prior to their OSCE. After the completion of the OSCE exam, a 10 – item questionnaire was distributed on the students' perception on the impact of the peer student video demonstration on students' orientation about the OSCE. The questionnaire was sent by Google Forms. The results were expressed as a percentage on a Likert scale. Results: About 74.17% (n = 224) of students responded to the online questionnaire. More than half of the students (n = 126, 56%) found the steps of conduction of the OSCE well explained, provided the sufficient orientation (n = 121, 54%), and found the video stimulating (n = 122, 54%). In addition, the majority of students (n = 160, 71%) learned and understood the steps of the OSCE and 152 students (68%) found that the video helped introducing them to the concept of OSCE. Almost half the students found that the video helped lowering the stress level before the OSCE (n = 91, 41%), eased the steps of the OSCE (n = 113, 50%), and found that the materials were well prepared and explained (n = 126, 56%). Conclusions: The virtual video demonstration of the OSCE during the COVID-19 pandemic had an overall positive perception from first-year medical students. However, peer student's orientation on the OSCE will continue after the pandemic. Further supports for first-year medical students are needed during the pandemic.

Assessment of the Research Interests and Perceptions of First-Year Medical Students at 4 Colleges of Osteopathic Medicine.

There are limited data regarding the experiences of and attitudes toward research participation among osteopathic medical students despite rapidly increasing enrollment and expansion of the number of osteopathic medical schools. To assess first-year osteopathic medical students' experience with research, their interest in it, their perceptions of its value, and barriers to participation. An anonymous, online survey was sent to 868 medical students in the class of 2021 at 4 colleges of osteopathic medicine. The survey consisted of 14 multiple-choice items (7 of which offered the option of a written response) and 1 open-ended item that asked them to report their age. The survey remained open for 2 weeks, with 1 reminder email sent on the last day of the survey. Incomplete responses were excluded from the analysis. A total of 328 participants were included, for a response rate of 38%. A majority of respondents reported previous research experience (261 [79.6%]), consistent with a strong perception that research participation is important (315 [96.0%]). Fewer students (177 [54.0%]) were either currently participating in research or affirmed interest in performing research during medical school, with the highest level of interest in clinical research (259 [79.0%]) followed by basic science (166 [50.6%]). Regarding incentives that might encourage participation in research, students preferred monetary compensation (213 [64.9%]) or extra credit in courses (195 [59.5%]). A commonly reported barrier to performing research during medical school was the possibility of a negative impact on performance in coursework (289 [88.1%]). First-year osteopathic medical students are interested in research, view research experience as valuable, and consider research experience as beneficial to future career development. This study's findings highlight opportunities for increasing student participation in research through incentives or removal of perceived barriers.

What Attracts Medical Students to Primary Care? A Nominal Group Evaluation.

To examine the perceptions of first-year medical students on their experiences in primary care. Nominal group technique sessions were conducted with first-year medical students for 5 years. Questions were designed to evaluate primary care experiences and the role of primary care physicians. The questions explored what would make them consider primary care, what would detract from it, and what primary care has to offer that no other specialty can. Responses were weighted and ranked. The main outcome was the top five responses to three questions that were obtained at each session. Thirty-four students generated 280 responses to 3 questions. The top 5 responses for each year resulted in 29 experiences that strengthen enthusiasm: patient interactions (weighted sum, 43%), physician interactions/role modeling (22%), community interactions (20%), healthcare system/finances (8%), and other (6%). The top 5 responses resulted in 26 experiences that weaken enthusiasm, including hidden curriculum (45%), poor role models (29%), uncertainties about the healthcare system such as finances and documentation (20%), and patient interactions (6%). The top 5 responses regarding the uniqueness of primary care resulted in 37 experiences, including patient interactions (38%), continuity of care (20%), knowledge base (13%), community impact (10%), lifestyle benefits (10%), and education/prevention (9%). Medical students highlighted unique relationships with patients and continuity of care as experiences that increase their enthusiasm for primary care. Negative experiences that weakened enthusiasm for primary care included hidden curriculum and poor role models. Programs that provide experiences in primary care can increase student interest in primary care careers.

Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching.

During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ 11: 346-357. © 2017 American Association of Anatomists.

Medical Students’ Assessment of Eduard Pernkopf’s Atlas: Topographical Anatomy of Man

IntroductionTo date, there has been no study examining the perceptions of first-year medical students regarding Eduard Pernkopf’s atlas, particularly during their study of gross anatomy and prior to coursework in medical ethics. We present a discussion of Pernkopf’s Atlas: Topographical Anatomy of Man from the perspective of U.S. medical students, and sought to determine whether medical students view Pernkopf’s Topographical Anatomy of Man as a resource of greater accuracy, detail, and potential educational utility as compared to Netter’s Atlas of Human Anatomy. MethodsThe entire first-year class at Drexel University College of Medicine (265 students) was surveyed at approximately the midpoint of their gross anatomy course and 192 responses were collected (72% response rate). ResultsOf these, 176 (95%) were unaware of the existence of Pernkopf’s atlas. Another 71% of students found the Pernkopf atlas more likely complete and accurate, whereas 76% thought the Netter atlas more useful for learning (p<.001). When presented with a hypothetical scenario in which the subjects used in creating Pernkopf’s atlas were donated, or unclaimed, but with knowledge that Pernkopf was an active member of the Nazi party, 133 students (72%) retained their original position (p=.001). About 94% desired discussion of Pernkopf within a medical school bioethics course. The relationship between level of self-reported knowledge and whether or not students would advocate removal of the atlas was statistically significant (p=.013). ConclusionDiscussing ethical violations in medical history, especially the Pernkopf atlas, must attain a secure place in medical school curricula, and more specifically, within a bioethics course.

Thyroid gland visualization with 3D/4D ultrasound: integrated hands-on imaging in anatomical dissection laboratory

PurposeIn teaching anatomy, clinical imaging has been utilized to supplement the traditional dissection laboratory promoting education through visualization of spatial relationships of anatomical structures. Viewing the thyroid gland using 3D/4D ultrasound can be valuable to physicians as well as students learning anatomy. The objective of this study was to investigate the perceptions of first-year medical students regarding the integration of 3D/4D ultrasound visualization of spatial anatomy during anatomical education.Methods108 first-year medical students were introduced to 3D/4D ultrasound imaging of the thyroid gland through a detailed 20-min tutorial taught in small group format. Students then practiced 3D/4D ultrasound imaging on volunteers and donor cadavers before assessment through acquisition and identification of thyroid gland on at least three instructor-verified images. A post-training survey was administered assessing student impression.ResultsAll students visualized the thyroid gland using 3D/4D ultrasound. Students revealed 88.0% strongly agreed or agreed 3D/4D ultrasound is useful revealing the thyroid gland and surrounding structures and 87.0% rated the experience “Very Easy” or “Easy”, demonstrating benefits and ease of use including 3D/4D ultrasound in anatomy courses. When asked, students felt 3D/4D ultrasound is useful in teaching the structure and surrounding anatomy of the thyroid gland, they overwhelmingly responded “Strongly Agree” or “Agree” (90.2%).ConclusionThis study revealed that 3D/4D ultrasound was successfully used and preferred over 2D ultrasound by medical students during anatomy dissection courses to accurately identify the thyroid gland. In addition, 3D/4D ultrasound may nurture and further reinforce stereostructural spatial relationships of the thyroid gland taught during anatomy dissection.

Can Brief Interventions by Hand Surgeons Influence Medical Students Toward a Career in Hand Surgery?

In 2004, the American Society for Surgery of the Hand and the American Association for Hand Surgery formed a joint task force to deal with the difficulty of promoting hand surgery as a career choice to medical students. The purpose of this study was to use a previously validated format to expose medical students to a brief intervention early in their medical education that might influence their perceptions of hand surgery as a career choice. First-year medical students were asked to rank 11 items on a Likert scale from 1 (not important) to 5 (very important) regarding their beliefs about hand surgery as a career before and after a brief 1-hour presentation by a hand surgeon. Additional information about career choice and prior exposure to hand surgery was obtained before the intervention, and student interest in hand surgery was measured after the intervention. Of 110 first-year medical students, 72 (65%) students completed both the pre-lecture survey and the post-lecture survey. Of the 72 students with matched responses, 8 (11%) ranked surgery as their first career choice, whereas 13 (18%) ranked a surgical subspecialty as their first choice. Thirty-nine (54%) students stated that the lecture raised their interest in hand surgery as a possible career, and 36 (50%) were interested in doing an elective in it while in medical school. Nonparametric tests showed improvement in knowledge after the lecture for length of training, technical aspects, intellectual challenge, and fellowship requirements. A positive information-providing encounter with a hand surgeon may favorably influence the perceptions of first-year medical students toward hand surgery.

Brief intervention by surgeons can influence students toward a career in surgery

Background. General surgery training programs are experiencing an alarming decrease in applicants. The purpose of the current study was to determine whether exposing students to surgery through a brief intervention early in their medical education could influence perceptions toward surgery as a career choice. Methods. First-year medical students were asked to rank 19 items coded on a Likert-type scale from 1 (not important) to 8 (very important) regarding their beliefs about surgery as a career both before and after a brief 1-h intervention with a panel of surgeons. Each panelist spoke about his or her professional and personal lives, followed by a question and answer period. Survey data were analyzed by Wilcoxon sign-rank and Spearman rank correlation. Results. Of 210 first year students, 121 (58%) students voluntarily attended and completed the presurvey and 94 (45%) the post, of which 82 were matched responses. Preintervention responses revealed that career opportunities, intellectual challenge, and the ability to obtain a residency position were positively correlated with surgery ( P < 0.007) whereas length of training, lifestyle during residency, lifestyle after training, and work hours during residency were negatively correlated ( P < 0.01). The following factors were significantly influenced by the intervention: academic opportunities, patient relationships, prestige, and gender distribution became more important whereas concern about debt and length of training became less important. Conclusions. Positive encounters with surgeons can favorably influence the perceptions of first-year medical students toward a career in surgery. In addition to addressing lifestyle issues, surgeons can and must make a concerted effort to interact with medical students early in their education and foster their interest throughout their career.

SHORT COMMUNICATION The perceptions of first-year medical students of unstructured small-group physiology tutorials

(1998). SHORT COMMUNICATION The perceptions of first-year medical students of unstructured small-group physiology tutorials. Medical Teacher: Vol. 20, No. 2, pp. 142-143.