Preclinical Medical Students Research Articles

Impact of an in-person small group surgical skills course for preclinical medical students in an era of increased e-learning

ObjectiveThe COVID-19 pandemic led to a dramatic decrease in face-to-face teaching. This can particularly impact medical students' skills development. This prompted development of an in-person surgical skills course as guided by the General Medical Council "Outcomes for Graduates" facilitated by tutors with surgical experience. This study aimed to primarily assess participant confidence in surgical skills following the course. DesignThis was an interventional study assessing both qualitative and quantitative data collected prior to, during, and post course completion. Data were collected from students via online forms, which included a mixture of "Yes/No" responses, self-assessed confidence levels via Likert scales, and free type questions. SettingThe study assessed feedback for a 5-session surgical skills course delivered at the authors' institution. This is a newly designed course using low-cost materials which was free for all attendees. ParticipantsParticipants were all in the first or second year of medical school. There was capacity for 60 students, and all attendees provided informed consent to participate. ResultsA total of 446 students applied for the course with 58 participants in the final study, 31% of whom had prior surgical skills experience. There was a statistically significant increase in student confidence levels following the course for all taught surgical skills (P = .0001). Participants were also more confident that they possessed the skills required for clinical placements (P = .0001) and to work as a junior doctor (P = .01). Thematic qualitative analysis revealed a reliance on third parties for previous surgical experience; this course improved knowledge and skills for future practice. Limitations included session duration and equipment choice. ConclusionThis study demonstrates high demand and student satisfaction from this course, offering a potential framework to improve undergraduate surgical skills teaching. The results presented here have the potential to inform wider curricula development across medical schools in the future. CompetenciesMedical knowledge; practice-based learning and Improvement.

Overshadowed by shadowing: exploring how Canadian medical students experience shadowing.

Preclinical medical students commonly perceive shadowing as beneficial for career exploration. However, research is sparse on the broader impact of shadowing as a learning strategy. We explored students' perceptions and lived experiences of shadowing to understand its role and impact on their personal and professional lives. Between 2020-2021, individual semi-structured video interviews were conducted with 15 Canadian medical students in this qualitative descriptive study. Inductive analysis proceeded concurrently with data collection until no new dominant concepts were identified. Data were iteratively coded and grouped into themes. Participants described internal and external factors that moulded shadowing experiences, arising tensions between intended and perceived experiences, and how these lived experiences impacted their wellness. Internal factors associated with shadowing behaviour included: 1) aspiring to be the best and shadowing to demonstrate excellence, 2) shadowing for career exploration, 3) shadowing as learning opportunities for early clinical exposure and career preparedness, and 4) reaffirming and redefining professional identity through shadowing. External factors were: 1) unclear residency match processes which position shadowing as competitive leverage, 2) faculty messaging that perpetuates student confusion around the intended value of shadowing, and 3) social comparison in peer discourse, fuelling a competitive shadowing culture. The tension between balancing wellness with career ambitions and the unintended consequences of unclear messaging regarding shadowing in a competitive medical culture highlights issues inherent in shadowing culture.

Prevalence of smartphone addiction and its associated factors among pre-clinical medical and dental students in a public university in Malaysia.

Smartphone addiction is becoming a global concern affecting every part of society, including healthcare professionals. This study aimed to identify the prevalence of risk of smartphone addiction and its associated factors among medical and dental students in a public university in Malaysia. This cross-sectional study was conducted among pre-clinical medical and dental students using convenience sampling. Questions regarding sociodemographic profile and responses to the Smartphone Addiction Scale Short Version (SAS-SV) and Depression, Anxiety and Stress Score questionnaire (DASS-21) were collected. Multiple logistic regression testing was used to analyse the factors associated with smartphone addiction. We invited 409 pre-clinical medical and dental students to participate voluntarily, resulting in a response rate of 80.2%. The prevalence of high-risk smartphone addiction among the participants was 47.9%. Male participants, participants who used smartphones mainly for social media, and participants with depressive symptoms were more likely to have a high risk of smartphone addiction. Medical students, participants who spent less than 3 hours per day on a smartphone, and participants who used smartphones for education-related activities were less likely to have a high risk of smartphone addiction. Smartphone addiction prevalence among pre-clinical medical and dental students was high. Therefore, the authorities should overcome this problem by implementing early measures.

Stress, Anxiety, and Depression in Pre-Clinical Medical Students: Prevalence and Association with Sleep Disorders

Our aim was to assess sleep quality in different subgroups of preclinical medical students, and then to identify specific lifestyle factors, academic and social factors as well as Corona virus related factors that were associated with poor sleeping quality and poor psychological health. Study participants were all medical students at King Saud University of Medical Sciences in the first and second years (648 students), and the study was conducted from December 2021 to January 2022. We administered the survey on paper as well as online. We used three types of questionnaires in this study. The first was a self-administered questionnaire, the second was a validated Insomnia Severity Index (ISI) for finding sleeping problems, and the third was a validated DASS 10 for determining Depression, Anxiety, and Stress. A total of 361 pre-clinical medical students consisted of 146 (40.4%) males and 215 (59.5%) females. The majority of the students, 246 (68.1%), were in their second year. Furthermore, in the current study, students who had poor academic performance (15.8%), satisfactory academic performance (21.3%), or good academic performance (30.7%) had significant sleeping problems found (χ2 = 19.4; p = 0.001), among them poor academic performance students 21.6%, satisfactory academic performance students (29.3%), and good academic performance students (29.3%) had moderate to severe levelled sleeping problems. Similarly, poor, satisfactory, and good academic performers experienced the highest levels of anxiety (poor = 21.5%; satisfactory = 22.1%; and good = 22.8%); stress (poor = 22.4%; satisfactory = 25.2%; and good = 22.4%); and depression (poor = 40.5%; satisfactory = 40.5%; and good = 11.9%). The majority of students (64.8%) reported that during the pandemic crisis their anxiety levels were high. Additionally, students reported significantly high sleeping issues (χ2 = 10.6; p = 0.001) and also serious psychological issues (Anxiety = 34.9 (0.000); Stress = 32.5 (0.000); and Depression = 5.42 (0.01)). There was a high prevalence of sleep issues, anxiety, stress, and depression among the pre-clinical medical students, with significantly higher sleeping disorders, anxiety, stress, and depression levels among those medical students who struggle with their academic performances, poor lifestyle factor, and poor Social and COVID management.

"They were an advocate for me": A Qualitative Study Exploring Medical Student Longitudinal Relationships and Patient Well-Being.

Patient navigators, community health workers, and care management teams improve patient experience and health outcomes. Medical student involvement in these roles is limited. Evaluation of these programs focuses on the student experience with less attention to patient participants. We sought (1) to understand the experience of being a participant in a medical education program; (2) to explore the patient-medical student relationship; and (3) to describe the impact of this relationship on patient health and well-being. This was a qualitative study that utilized in-depth semi-structured interviews. Participants were selected based on enrollment in a preceptorship program at an urban academic medical center between 2017 and 2020. Participants worked with a medical student during an 18-month period in which the medical student was embedded in a primary care medical home, serving as a health systems navigator for 1-2 medically and socially complex patients. Nine participants completed 1-h compensated phone interviews. This study was deemed IRB exempt. Three themes and eight subthemes were identified, including Navigators Were Key to Accessing the System, Interpersonal Partnerships Improved Health, and Fulfillment in Teaching of Lived Experience. Navigators eased the burden of chronic illness by being a point of contact in the health system, which improved participants' overall experience. Participants also described the relationship as therapeutic, citing improvement and stability in both mental and physical health. Lastly, participants found meaning in chronic illness by teaching their students empathy. Longitudinal patient-medical student relationships may provide stability and health benefits. These partnerships have the possibility of adding value to patients' healthcare experiences. This study complements current literature highlighting the value of these relationships for pre-clinical medical students. As such, additional opportunities for and additional research regarding the value of longitudinal patient connection should be incorporated in undergraduate medical education.

Clinical shadowing experience PIF rubric

The purpose of this study was to develop and evaluate a tool for documenting professional identity formation (PIF) among preclinical medical students, via reflective writings (RWs) about their clinical shadowing experiences. To address our key questions, stakeholders conducted comprehensive literature analysis, and the authors developed an analytic rubric through an iterative immersion/crystallisation process. Rubric iterations were empirically tested, assessed for interrater reliability, refined and then applied in successive development phases to medical student RW narratives. Twenty-nine first-year RWs on their shadowing experiences were included for this developmental evaluation. The clinical shadowing experience PIF rubric is a theory-informed analytic tool that demonstrates feasibility of measuring PIF in preclinical medical students' RWs. Reliable use of this tool currently requires a team approach that could be improved by machine learning.

The Effect of Using Video Simulation and Hands-on Simulation Training on Preclinical Medical Students' Confidence in Dermatological Suturing Skills.

Aim and ObjectivesThis study aimed to compare between the use of hands-on simulation training sessions versus video training on students’ confidence in suturing skills. The study measured the effect of using hands-on simulation training versus video-recorded simulation training on medical students’ suturing skills.MethodsThis study was conducted at College of Medicine, Jouf University. All third-year medical students (n=98) were invited to participate in the study. However, only 81 (male=57, female=24) of them participated in this study. A randomized pretest–posttest control group study design was used to assess self-ratings of confidence in skills. All participants attended a lecture and were then divided into two groups: the experimental group (n=34) had simulation activities, while the control group (n=47) watched video-recorded training. A paired t-test was used to assess the difference between the pretest and post-test scores within each group. The independent t-test was used to compare the overall mean between both groups.ResultsStatistically significant differences (improvements) of students’ confidence in skills were detected in both groups. The mean difference between pre- and post-test scores for the experimental group was 1.47 (p<0.001), and it was 0.92 (p<0.001) for the control group.ConclusionBoth hands-on simulation training sessions and video training sessions are beneficial for teaching suturing skills for students. Furthermore, a long-term follow-up multicenter study that evaluates the impact of confidence in skin suturing skills on competence development is warranted among different university students in Saudi Arabia.

The Effect of Medical School Students' Study Approaches on Academic Achievement

Objective: The aim of this study is to examine the relationship between medical students' study approaches and sociodemographic characteristics with their academic achievement and to determine whether their study approaches differ between clinical and preclinical periods.Materials and Methods: The study is a descriptive-cross-sectional study. Medical students were asked to fill out the “Revised Two Factor Study Process Questionnaire (R-SPQ2F)” questionnaire.Results: The study included 298 male and 306 female students with a mean age of 21.40±2.58 years. 57.8% (n=349) of the students were preclinical medical students and 42.2% (n=255) were clinical students. No significant difference was found between the place of residence of the students and the reason for choosing the medical faculty (p=0.853, p=0.860, respectively). Deep study approach scores of preclinical students were found to be significantly higher than clinical students (p&amp;lt;0.014). It was determined that the deep strategic study scores of the preclinical students were significantly higher than the clinical students (p&amp;lt;0.001).Conclusion: Our study results show that deep learning behavior, which is one of the study approaches, is associated with higher academic achievement. The study results can help medical students to realize the effect of learning approaches they use on academic achievement early.

Implementation of a Culinary Medicine Curriculum to Increase Confidence and Competency Among Preclinical Medical Students

Implementation of a Culinary Medicine Curriculum to Increase Confidence and Competency Among Preclinical Medical Students

Do Simulation Games Help to Promote Systems Thinking for Preclinical Medical Students?

이 연구는 임상실습 전 의과대학생들을 대상으로 테이블 탑 시뮬레이션 게임을 통한 경험학습이 시스템 사고에 영향을 주는 교육적 효과에 대해 분석하고자 했다. 총 35명(팀당 5명)의 임상실습 전 의과대학생들은 ‘Friday Night at the ER(FNER)’이라는 시뮬레이션 게임에 참여하였다. 게임 후 디브리핑 시간 동안 각 팀에서 발생한 품질 오류와 비용을 비교하였고, 참여자들은 핵심 전략, 행동 동기, 게임 후 느낀 점에 대한 성찰 보고서를 작성하였다. 성찰 보고서는 시스템 사고의 핵심 전략과 내용분석을 통해 분석되었다. 성과가 높은 팀은 팀 구성원들 사이에서 협업, 혁신, 데이터 중심 의사결정과 같은 시스템 사고의 핵심 전략을 적용한 것으로 나타났다. 반면, 저성과 팀들은 시스템 사고의 3가지 핵심 전략을 적용하지 못하였고, 부정적인 소통과 갈등이 발생하였다. 그 결과 팀원들 간 협력이 부족하였고, 일부 팀은 환자 안전보다는 병원 수익에 초점을 맞추었다. 학생들은 질 개선과 환자 안전을 위한 시스템 사고의 중요성, 시스템에서 개인의 역할과 팀원과의 상호작용, 혁신, 프로페셔널리즘, 시뮬레이션 교육의 효험 등을 성찰했다. 경험학습에 기반한 시뮬레이션 게임은 의과대학생들 사이에서 시스템 사고를 촉진시켰다. 이 시뮬레이션 게임은 의료시스템과학이 점점 더 중요해지는 시대에 시스템 사고를 위한 교육과정을 개발하는데 기초자료로 활용할 수 있다.This study aimed to evaluate the educational effects of experiential learning via a tabletop simulation board game on systems thinking among preclinical medical students. A total of 35 preclinical medical students (five students per team) participated in a game called “Friday Night at the ER” (FNER). During the debriefing session, we compared the quality of errors and costs incurred by each team. Participants wrote reflective essays about core strategies, behavioral motives, and their impressions of the game. The core strategies of systems thinking and content analysis were used to analyze the content of the essays. The high-performing team employed core strategies of systems thinking such as collaboration, innovation, and data-driven decision-making among team members. However, the underperforming teams, those failing to apply the three core strategies for systems thinking, failed to respond to unexpected situations at the team level and encountered negative communication as well as conflicts. There was a lack of cooperation among members, and some of them focused more on hospital profits than patient safety. After the game, the students reflected on the importance of systems thinking, communication and teamwork between departments, and professionalism to improve patient safety and quality, individual roles in the system and interactions with other team members, innovation, professionalism, and the efficacy of simulation education. The study’s findings demonstrated that the simulation game based on experiential learning promoted systems thinking among medical students. This simulation game can be used as a basic resource for the development of systems thinking curricula in an era that places increasing importance on health systems science.

Physical activity knowledge, attitudes and behaviours of pre-clinical medical students attending an Australian university

BackgroundThrough the provision of advice and counselling, general practitioners (GPs) play an important part in promoting physical activity (PA). Lack of knowledge is a key barrier to engaging in such practice. Little is known about the knowledge and attitudes of current medical students and their preparedness to engage in PA promoting practice in the future. This study aimed to investigate the PA knowledge, attitudes and behaviours of medical students attending an Australian university.MethodsA sample of 107 pre-clinical medical students from an Australian university completed an online survey. Questions asked about age, sex and past-week PA behaviour (using the International Physical Activity Questionnaire-Short form) as well as understanding of key PA messages and perceptions of the role of a GP, confidence to engage in PA promoting practices and satisfaction with current medical school training (responses were on 5-point Likert scale). Descriptive statistics (proportions, means) were used to summarise demographic and attitudinal measures.ResultsAlmost all students (92%) were categorised as being moderately or highly active in the past-week. Knowledge of key PA messages was moderate (3.6 ± 0.9), however understanding of key messages about the dose of PA varied (ranging from 0% to 80.4% agreement). GPs were regarded as having a role to play in promoting PA; with high agreement that discussing the benefits of PA is a part of the role of a GP (4.7 ± 0.5). There was only moderate agreement that participants had received training in the health benefits of PA (3.1 ± 1.0) and in PA counselling (3.2 ± 1.0). Students indicated lower levels of satisfaction with this training (2.5 ± 0.9).ConclusionsStudents in this study were typically physically active, had positive attitudes toward PA and felt that it was the role of the GP to engage in PA promoting practices. Students understood key PA messages, and while they reportedly received some training in providing PA counselling, they were somewhat dissatisfied with this training.

Clinical observership as an aid to learning and understanding of human embryology

Hands-on learning approach such as ‘Clinical observership’ is globally applicable in learning. This study evaluated clinical observership as an aid to pre-clinical medical students’ understanding of human embryology. Students were grouped into A and B; group B took calls as studentobservers in the labour ward of Ekiti State University Teaching Hospital in addition to taking regular classes in embryology while group A was the control group. Previously validated selfadministered questionnaires were used to test students’ intelligence quotient and knowledge of embryology before and after lectures and clinical observership. The short-term effect of clinical observership was tested by comparing the pre-field and post-field responses of the studentvolunteers while the long-term effect was tested by evaluating their performance in the first professional exams after the completion of pre-clinical program. The perception of group B participants on the observership program was assessed with a pre-tested questionnaire. There was no significant difference (p=0.4162) in the IQ between the control (77±1.2) and the experimental group (79±1.4). There was no significant difference (p= 0.0795) in the mean preobservation test score between the control (33±1.7) and the experimental group (38±1.7). However, a significant increase (p=0.0282) was observed in the mean post-observation test score in the experimental (29±2.4) when compared with the control (22±1.9). Although there was an increase in the mean score in the MBBS exam in the experimental group (59±2.7) when compared with the control (57±2.0), it was not statistically significant. On the perception of the method in improving learning, majority of the students were affirmative. Clinical observership enhances the learning of embryology hence we recommend its incorporation into the teaching methods of embryology in medical schools.

Problem-Based Learning Curriculum as a Tool to Increase Medical Student Exposure to Radiation Oncology

Background For many years Radiation Oncology was known to be a highly competitive and specialized field. However, over recent years there has been an increase in the number of residency spots available and a decline in the residency application pool. Thus, it is imperative to explore new techniques to recruit students to the field. Early exposure to cancer management may translate to increased student interest in Oncology-related fields and improved understanding of Oncologic treatment modalities. Problem-Based Learning (PBL) may be an effective way to provide this exposure, as it is a popular teaching method at medical schools across the country. We propose that an Oncology-focused PBL case will increase exposure to Radiation Oncology and other Oncologic subspecialties during pre-clinical years. Methods In May 2021, first year medical students (n = 140) participated in a one hour long small group PBL case that focused on pancreatic cancer and Radiation Oncology during the gastroenterology curriculum. Students were provided a case prompt and resources to review approximately one week prior to the PBL case. During the PBL case, facilitators guided students to desired learning objectives including: Describe the clinical presentation of pancreatic cancer; List imaging modalities used to make the diagnosis of pancreatic cancer; Define important terms in management of pancreatic cancer including neoadjuvant therapy, adjuvant therapy, concurrent chemoradiation, Whipple procedure; List different types of radiation and common side effects of radiation; Describe basics of planning and delivery of radiation. Facilitators consisted of attendings or residents in the field of Radiation Oncology. Results Following the PBL, there was an increase in the number of preclinical students who expressed an interest in Radiation Oncology and proceeded to shadow physicians in the department (n=1 in 6 mo prior to PBL, n=5 in 6 mo following PBL). Additionally, we saw an increase in the number of subscribers to the Oncology Interest Group (n = 22 prior to PBL, n = 58 following PBL). Discussion The Problem-Based Learning approach serves as an effective avenue to introduce concepts of Oncologic care to preclinical medical students. Active participation in medical school PBL curriculums could be used to increase recruitment of preclinical medical students to the field of Radiation Oncology. Upon repeat of the PBL session in May 2022 we will be including surveys to provide additional assessment of the efficacy of this technique. For many years Radiation Oncology was known to be a highly competitive and specialized field. However, over recent years there has been an increase in the number of residency spots available and a decline in the residency application pool. Thus, it is imperative to explore new techniques to recruit students to the field. Early exposure to cancer management may translate to increased student interest in Oncology-related fields and improved understanding of Oncologic treatment modalities. Problem-Based Learning (PBL) may be an effective way to provide this exposure, as it is a popular teaching method at medical schools across the country. We propose that an Oncology-focused PBL case will increase exposure to Radiation Oncology and other Oncologic subspecialties during pre-clinical years. In May 2021, first year medical students (n = 140) participated in a one hour long small group PBL case that focused on pancreatic cancer and Radiation Oncology during the gastroenterology curriculum. Students were provided a case prompt and resources to review approximately one week prior to the PBL case. During the PBL case, facilitators guided students to desired learning objectives including: Describe the clinical presentation of pancreatic cancer; List imaging modalities used to make the diagnosis of pancreatic cancer; Define important terms in management of pancreatic cancer including neoadjuvant therapy, adjuvant therapy, concurrent chemoradiation, Whipple procedure; List different types of radiation and common side effects of radiation; Describe basics of planning and delivery of radiation. Facilitators consisted of attendings or residents in the field of Radiation Oncology. Following the PBL, there was an increase in the number of preclinical students who expressed an interest in Radiation Oncology and proceeded to shadow physicians in the department (n=1 in 6 mo prior to PBL, n=5 in 6 mo following PBL). Additionally, we saw an increase in the number of subscribers to the Oncology Interest Group (n = 22 prior to PBL, n = 58 following PBL). The Problem-Based Learning approach serves as an effective avenue to introduce concepts of Oncologic care to preclinical medical students. Active participation in medical school PBL curriculums could be used to increase recruitment of preclinical medical students to the field of Radiation Oncology. Upon repeat of the PBL session in May 2022 we will be including surveys to provide additional assessment of the efficacy of this technique.

A Targeted Interest Survey of Preclinical Medical Students for Implementation of Exposure Opportunities in Multidisciplinary Oncology Education

<h3>Background</h3> With the growing prevalence of cancer, fostering multidisciplinary interest in oncology is an important priority in medical education. However, medical student interest in radiation oncology has declined in recent years (1) in part due to a lack of exposure. Efforts have been made to increase formal radiation oncology lectures within didactics. Additionally, preclinical extracurricular activities can provide unique opportunities for meaningful exposure to oncology, including radiation oncology. This study aims to assess current interest for oncology-related activities in preclinical medical students to facilitate innovative integration of radiation oncology-related curricula. <h3>Methods</h3> An anonymous web-based survey was created and distributed to the first-year class at a single academic institution. The survey included questions exploring interest in oncology-related talks, mentorship, shadowing at tumor board discussions, and participation in a longitudinal cancer patient advocacy program. <h3>Results</h3> The survey was distributed to 169 students, with a response rate of 33.1% (n = 56). Among responders, the highest interest activities were lectures (100%, n=56), tumor boards (89.2%, n=50), mentorship (60.7%, n=34), and volunteering (57.1%, n=32). For lectures, students were most interested in surgical oncology (42.9%, n=24), followed by medical oncology (41.1%, n=23) and radiation oncology (32.1%, n=18). Among topic-based talks, 69.6% (n=27) were interested in "how to break bad news", 62.5% (n=35) in cancer disparities, and 48.2% (n=27) in multidisciplinary panels. Respondents reported interest in tumor board discussions, with lung cancer receiving the most interest (53.7%, n=29), followed by breast (48.1%, n=26) and head and neck (40.7%, n=22). In addition, 57.1% (n=32) were interested in volunteering for a longitudinal patient advocacy program. Lastly, there was interest in oncology-specialty mentorship from residents/fellows (Medical=21.2%, n=11, Surgical=10.6%, n=7, Radiation=4.3%, n=2, and any specialty=26.9%, n=11). A significant proportion of surveyed first-year medical students at a single institution are interested in oncology-related talks, tumor boards, mentorship, and volunteering. However, there was disproportionately lower student interest in radiation oncology specific topics and mentorship. <h3>Discussion</h3> These results support invested development of robust, sustainable, extracurricular oncology programs during preclinical years. This helps guide areas to focus our efforts to cultivate and solidify interest in oncology with unique opportunities to integrate radiation oncology curricula. Similar interest surveys can be distributed at other institutions to assess what opportunities would garner interest and delineate activities that would present a meaningful perspective on radiation oncology and oncology as a whole.

Pilot Implementation of a Multidisciplinary Tumor Board Seminar Series to Foster Increased Understanding of and Interest in Oncologic Care Among Medical Students

Background Prior work has demonstrated a need for educational curricula to increase medical student understanding of how to care for a growing population of patients with cancer, particularly in a multidisciplinary setting. Tumor boards (TBs) foster both high quality complex care for patients with cancer and continued education for oncologists. While TBs are critical components of oncologic practice, medical students have minimal exposure to TBs. We designed a TB seminar series for preclinical medical students with the primary aim of promoting a multidisciplinary lens towards cancer care and a secondary aim of increasing exposure to radiation oncology (RO). Methods Seminars were developed in collaboration with a resident-led RO Education Committee and a medical student-led Oncology Interest Group (OIG) at a single academic institution. Each seminar comprised of a 30-minute RO resident-led didactic session followed by a 60-minute institutional TB meeting and concluded with a 15-minute resident-led debrief. The didactics were used to provide a scaffold for observing the TB by describing the specialists' roles, commonly encountered diseases, treatment paradigms, and clinical challenges frequently addressed in this venue. In the resident-led didactic, special emphasis was placed on describing RO approaches and considerations. The post-TB debrief offered an opportunity for consolidation by providing a forum to address questions, highlight learning points, provide closure to challenging scenarios, and explore opportunities for engagement in research. Results The first seminar series piloted was Stereotactic Radiosurgery TB. An email inviting participation was sent via the OIG to all first-year medical students at our institution. Six students pre-registered for the seminar and subsequently participated in the seminar. Three students expressed interest in writing a case report on a patient treated with radiosurgery following the seminar experience. Participating students and program leadership expressed interest in continued seminar programming; the second seminar in the series will expose students to a breast TB. Discussion Pilot implementation of a multidisciplinary TB seminar series for medical students is feasible and may spark clinical and scholarly interest in RO. Future directions include formal integration of TB opportunities into longitudinal oncology curricula in preclinical medical education and promoting sustainability of the seminar series through institutional support. We plan to conduct a longitudinal mixed-methods study among students who attend at least one TB seminar in the series to assess the impact of the seminar series on familiarity with multidisciplinary care, interest in a career in RO, and participation in RO-focused scholarship. Prior work has demonstrated a need for educational curricula to increase medical student understanding of how to care for a growing population of patients with cancer, particularly in a multidisciplinary setting. Tumor boards (TBs) foster both high quality complex care for patients with cancer and continued education for oncologists. While TBs are critical components of oncologic practice, medical students have minimal exposure to TBs. We designed a TB seminar series for preclinical medical students with the primary aim of promoting a multidisciplinary lens towards cancer care and a secondary aim of increasing exposure to radiation oncology (RO). Seminars were developed in collaboration with a resident-led RO Education Committee and a medical student-led Oncology Interest Group (OIG) at a single academic institution. Each seminar comprised of a 30-minute RO resident-led didactic session followed by a 60-minute institutional TB meeting and concluded with a 15-minute resident-led debrief. The didactics were used to provide a scaffold for observing the TB by describing the specialists' roles, commonly encountered diseases, treatment paradigms, and clinical challenges frequently addressed in this venue. In the resident-led didactic, special emphasis was placed on describing RO approaches and considerations. The post-TB debrief offered an opportunity for consolidation by providing a forum to address questions, highlight learning points, provide closure to challenging scenarios, and explore opportunities for engagement in research. The first seminar series piloted was Stereotactic Radiosurgery TB. An email inviting participation was sent via the OIG to all first-year medical students at our institution. Six students pre-registered for the seminar and subsequently participated in the seminar. Three students expressed interest in writing a case report on a patient treated with radiosurgery following the seminar experience. Participating students and program leadership expressed interest in continued seminar programming; the second seminar in the series will expose students to a breast TB. Pilot implementation of a multidisciplinary TB seminar series for medical students is feasible and may spark clinical and scholarly interest in RO. Future directions include formal integration of TB opportunities into longitudinal oncology curricula in preclinical medical education and promoting sustainability of the seminar series through institutional support. We plan to conduct a longitudinal mixed-methods study among students who attend at least one TB seminar in the series to assess the impact of the seminar series on familiarity with multidisciplinary care, interest in a career in RO, and participation in RO-focused scholarship.

Communication Skills Training Using Remote Augmented Reality Medical Simulation: a Feasibility and Acceptability Qualitative Study.

IntroductionAugmented reality (AR) has promise as a clinical teaching tool, particularly for remote learning. The Chariot Augmented Reality Medical (CHARM) simulator integrates real-time communication into a portable medical simulator with a holographic patient and monitor. The primary aim was to analyze feedback from medical and physician assistant students regarding acceptability and feasibility of the simulator.MethodsUsing the CHARM simulator, we created an advanced cardiovascular life support (ACLS) simulation scenario. After IRB approval, preclinical medical and physician assistant students volunteered to participate from August to September 2020. We delivered augmented reality headsets (Magic Leap One) to students before the study. Prior to the simulation, via video conference, we introduced students to effective communication skills during a cardiac arrest. Participants then, individually and remotely from their homes, synchronously completed an instructor-led ACLS AR simulation in groups of three. After the simulation, students participated in a structured focus group using a qualitative interview guide. Our study team coded their responses and interpreted them using team-based thematic analysis.ResultsEighteen medical and physician assistant students participated. We identified four domains that reflected trainee experiences: experiential satisfaction, learning engagement, technology learning curve, and opportunities for improvement. Students reported that the simulator was acceptable and enjoyable for teaching trainees communication skills; however, there were some technical difficulties associated with initial use.ConclusionThis study suggests that multiplayer AR is a promising and feasible approach for remote medical education of communication skills during medical crises. Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-022-01598-7.

Using a Nationwide Virtual Radiology Student Interest Group to Expand Medical Students’ General Awareness, Drive Greater Interest, and Achieve Uniform National Messaging in the Field of Radiology

Many medical schools offer minimal exposure to radiology, leading to a decreased understanding of the field and negative perceptions among medical students. The purpose of this study was to examine the effects of a radiology intensive series piloted by a novel virtual radiology interest group. Specifically, we were interested in how radiologists and medical educators can expand students' general awareness, drive greater interest in the field, and achieve more uniform national messaging across all trainees. We launched a national/international interest group called Radiology Student Interest Group (RadSIG) and piloted the RadSIG Intensive, a series of five events aimed at increasing awareness and dispelling misconceptions among preclinical medical students. Validated pre-intensive and post-intensive surveys were used to ascertain the students' baseline and changed perspectives, respectively. A separate faculty survey was also distributed to understand how they perceived our events. Statistical analysis was carried out on the collected data to identify trends and assess the utility of our programming. 205 students completed the pre-intensive survey, and 61 students completed the post-intensive survey. Of the pre-intensive survey respondents, 51.7% (106/205) indicated that they had a limited understanding of what a career in radiology entails. Of those who completed the entire RadSIG Intensive, average 5-point Likert scale scores for understanding of a radiology career rose from 3.30 to 4.38 respectively pre- to post-completion. A Wilcoxon signed-rank test revealed that this difference was statistically significant (Z=-5.95, p<0.001), and that the RadSIG Intensive significantly improved perceptions of radiologists across every single question measured, except for perception of long hours worked (Z=-0.20, p=0.841). The results also showed increased student comfort in reaching out to radiology attendings (Z=-4.30, p<0.001) and residents (Z=-5.12, p<0.001). Faculty survey results indicated positive perceptions of the series. Our results show that the RadSIG Intensive was effective in increasing students' understanding of radiology as a field and a potential career. Online outreach can also lower the resistance and improve student comfort in reaching out for mentorship, which may provide a new pathway to reach underserved students with a unifying message. By furthering a platform based on voluntary and supplemental resources, we see a far greater potential of impacting the perception and known role of the imager in patient care among our next generation of physicians.

Study the Impact of Cramming in Medical Students

Aim: To reveal pre- exam cramming among pre-clinical medical students, what drives this practice, failure due to cramming and the problems and difficulties related to the act of cramming.&#x0D; Discussion: Cramming is common practice among struggling medical students. The prevalence of cramming is like an iceberg phenomenon. The act of stacking too many information just the night before an exam probably authorize the perpetrator to remember some information in the short term period and enable them to take in enough information for the exam. Along with this practice also comes sleep deprivation, mental and emotional disturbances and even substance abuse in order to achieve good marks and passing the exam. Unfortunately for some experts, cramming is not considered as learning. Procrastination and some other reason are believed to be the reason the culprit commits cramming.&#x0D; Conclusion: Cramming not only changes the behavior of the perpetrator, but also has an impact on his family, classmates, environment and future.

Assessment of Medical Students' Ability to Integrate Point-of-Care Cardiac Ultrasound Into a Case-Based Simulation After a Short Intervention.

Introduction: While a large amount of point-of-care ultrasound (POCUS) undergraduate medical education research exists, very little assesses the effectiveness of teaching on the student’s ability to utilize POCUS within a clinical context. We set out to assess the ability of pre-clinical (second year) medical students to perform and interpret a parasternal long axis (PSLA) cardiac ultrasound view, and to diagnose a pericardial effusion on POCUS in a simulated patient with hypotension.Methods: This was a prospective study assessing second-year medical students before and after focused cardiac POCUS instruction. Pre-instruction, students completed a pre-assessment and test. They then watched a short video on cardiac ultrasound technique, anatomy, and pathology. Students then participated in 10 minutes of one-on-one hands-on instruction using a simulated patient. Immediately after didactics and hands-on instruction, students in groups of two to four completed a case simulation where they performed a PSLA view, identified pathology, and made a diagnosis. Differences between pre- and post-workshop responses were analyzed using the Chi-square test.Results: We analyzed data on 132 pre-clinical second-year medical students; 126 (95%) had limited to no POCUS experience prior to the workshop. Comparing pre- to post-workshop responses, we found significant improvement in students’ ability to identify a pericardial effusion (46% to 69%) (p=0.002) on a PSLA cardiac view. Of the 57 student groups (132 students), 41 (72%) groups were able to adequately obtain a PSLA view on a mannequin using an ultrasound simulator without needing guidance with probe placement or maneuvering. Thirty-five (61%) student groups were able to identify a pericardial effusion and diagnose cardiac tamponade in a simulated patient with hypotension.Conclusion: After short, structured training, pre-clinical medical students, novice to cardiac POCUS, showed improved knowledge with identifying a pericardial effusion on an ultrasound image. The majority of students were able to obtain a PSLA view and diagnose cardiac tamponade in a hypotensive patient during a during a case-based simulation.

Workforce Pathway Development: Evaluation of an Educational Seminar to Increase Student Interest in Nuclear Medicine

Attracting more students to nuclear medicine is imperative to improving diversity and meeting growing staffing needs. In this study, we implemented a short seminar about nuclear medicine and evaluated its impact on student perceptions of the field. We developed and presented 30-minute "Introduction to Nuclear Medicine" seminars to undergraduate college students and preclinical medical students. After the seminars, participants completed a post-pre survey to determine perceived changes to their perspective of nuclear medicine. Responses were coded on a Likert 1-5 scale with pre- and post- seminar results compared using T-test of means and analysis of variance. Of the 83 students who attended the seminar, 79 (95.1%) students participated in the survey including 67 preclinical medical students and 12 undergraduate students. Of the 78 participants who provided demographic information, there were 38 (48.7%) women, 5 (6.4%) first-generation college students, and 39 (50.0%) people who identified as either multiracial or a race other than White/Caucasian. Among all participants (n=79), there was a significant increase in perceived understanding of nuclear medicine (p < 0.001), confidence in ability to pursue nuclear medicine (p < 0.001), and interest in becoming a nuclear medicine professional (p < 0.001). Perceived increases in knowledge were highest among first-year medical students (p=0.031), while interest (p=0.40) and confidence (p=0.85) in pursuing nuclear medicine did not vary by educational level. Perceptions of student interest in nuclear medicine can be improved using an easily implemented, short seminar at the undergraduate college and preclinical medical school level.