Medical Student Satisfaction Research Articles

Response to "Medical student satisfaction and confidence in simulation-based learning in Rwanda - Pre and post-simulation survey research".

Response to "Medical student satisfaction and confidence in simulation-based learning in Rwanda - Pre and post-simulation survey research".

COVID-19 impact on medical education and the future post-pandemic era for medical students

The COVID-19 global emergency has brought about unexpected changes in the format and quality of undergraduate medical education in a short period of time. The impact of remote delivery on medical students learning, satisfaction, confidence, social relationships, communications and emotional wellbeing has been significant. The lack of direct patient and teacher contact is generating anxiety about their future competence. The ambivalence about urge to help without sufficient clinical skills and the fear of being either infected or becoming an asymptomatic carrier that puts patient safety at risk is of concern to them. Suggestions for enhancing pandemic or global emergency preparedness for the future are made. Strategies to manage the way in which remote learning is delivered need to be implemented as a matter of urgency should social distancing and quarantine regulations keep medical students away from hands-on clinical practice for long periods. Actions to maintain motivation and trust in the medical schools to meet their learning needs now and in the future are warranted.

Enhancing students' engagement on using Blackboard as an online learning community tool in Clinical Biochemistry.

This article was migrated. The article was marked as recommended. Background and aim of the study: Proper online students'/teacher communication and awareness of the use of Blackboard as an online learning community could result in the improvement of student academic achievement. So, the aim of the current project was directed to encourage students and faculty for using Blackboard as an online learning community tool. Moreover, it aimed to measures their perceptions. Subjects and Methods: The study was directed to the second year Medical students during teaching of Clinical Biochemistry. We started by pre-implementation survey, followed by orientation workshop, engaging students for Blackboard implementation then ended in post-implementation survey to evaluate how come students are engaged and satisfied. Results: The first questionnaire group indicated the students' perceptions of Blackboard use and usefulness as an online learning community tool. The second questionnaire group was related to the Interest & Enjoyment of using Backboard. While Blackboard Tools are presented in the third questionnaire questions group. The comparison regarding the total perception of the three groups of the questionnaire between pre-implementation versus post-implementation survey results showed significant improvement of students' perception in the post-implementation phase. By correlating grades in Clinical Biochemistry and total GPA to the questionnaire groups, total perceptions showed a non-significant correlation between all studied parameters in the pre-implementation phase while significant positive correlations were detected in the post-implementation phase. Conclusion: Based on the presented second-year medical students' perception and satisfaction, we could confirm that the Blackboard online platform is a very successful online line learning community tool. Blackboard together with face to face classroom-based learning methods helps students for better learning achievement. Moreover, the online learning community is considered a complementary tool to that of classroom-based learning as it facilitates students/students and students'/faculty communication and minimizes the time required for physical contacts.

Medical student satisfaction and confidence in simulation-based learning in Rwanda - Pre and post-simulation survey research.

IntroductionSimulation-based learning (SBL) has been shown to effectively improve medical knowledge, procedural proficiency, comfort with undertaking taught tasks, inter-professional communication, teamwork and teaching skills. This study aimed to evaluate Rwandan medical students' attitudes, satisfaction and confidence level with SBL.MethodsFifth year medical students at the University of Rwanda were given a short course on paediatric acute care using simulation. The simulation sessions were locally developed cases based on the pRRAPID materials, developed at the University of Leeds (UK). Equipment included low fidelity infant mannequins, basic airway devices, IV access, and monitoring. A four-part, Likert-scale questionnaire was distributed to medical students before and after their four-week simulation program.Results57 pre-simulation and 49 post-simulation questionnaires were completed. Confidence in skills increased in all fifteen domains of the questionnaire with the total skill confidence score rising from 44.0 (±12.3) to 56.2 (±8.8) after the simulation-based intervention (p < 0.001). Satisfaction and attitudes towards simulation-based learning in this setting were very positive.ConclusionThe simulation-based intervention was well received by students in this setting. Satisfaction was high and the simulation exercise increased the students' confidence. Previous research has demonstrated that SBL is effective and the results of this study now demonstrate that it is well received in our setting. As we move from knowledge-based education to a competency-based education culture, faculties in this setting should invest in providing SBL opportunities throughout the medical school curriculum.

Virtual versus traditional classroom on facial traumatology learning: Evaluation of medical student's knowledge acquisition and satisfaction

IntroductionThe high rate of absenteeism in the courses led us to offer virtual classrooms to better meet the expectations of students who may have geographical constraints. The objectives of this study were: to compare student's knowledge acquisition and satisfaction between virtual and traditional face-to-face classroom and to determine potential factors that may correlate with the level of knowledge acquisition following both type of courses. MethodsOur study included fifth-year medical students attending the course of facial traumatology, who voluntarily participated either in virtual or traditional classroom. Students’ knowledge acquisition was evaluated through a multiple-choice questions test. A second questionnaire aimed to determine factors potentially correlated with students’ knowledge acquisition and to evaluate their satisfaction. Results of questionnaire no 1 were compared between virtual and traditional classroom. Additionally, a correlation study was performed between the results of questionnaire no 1 and the factors listed in questionnaire no 2. ResultsOne hundred thirty-six students participated to the course (virtual: 64, traditional: 72). Knowledge acquisition and concentration level didn’t significantly differ between the two groups. Knowledge acquisition was positively correlated with the intensity of study of the course topic prior to the class only in traditional classroom (P<10−2). The main listed advantage of the virtual classroom was its flexibility particularly for students with geographical constraints (15/28). ConclusionConsidering there is no noticeable difference in knowledge acquisition between virtual and traditional classroom, we will continue virtual classroom in parallel with traditional classroom and extend it to the other courses of our field.

Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study.

Combined video modeling (VM) and video feedback (VF) may be more beneficial than traditional feedback when teaching procedural skills. This study examined whether repeated VM and VF compared with VM alone reduced the time required for medical students to perform peripheral intravenous (IV) cannulation. Twenty-five novice medical students were randomly assigned to groups in a one-way blinded embedded mixed-methods study to perform IV cannulation. Participants received standardized instruction and performed IV cannulation on each other while being audio-video recorded. They were assigned to review a video of an expert performing IV cannulation (VM alone), or both the expert video and a video of their own most recent IV cannulation (VM+VF), before returning to perform another IV cannulation. This was repeated for a total of four IV cannulation encounters and three video reviews. A post-test interview was also conducted and analyzed qualitatively using thematic content analysis. The median [interquartile range] time required to perform IV cannulation in the final encounter was significantly different between the VM+VF group vs VM alone group (126 [93-226] sec vs 345 [131-537] sec, respectively; median difference, 111 sec; 95% confidence interval, 8 to 391; P = 0.02). There was no significant difference in IV cannulation success between VM alone and VM+VF in the final encounter (75% vs 85% respectively; P = 0.65). For the VM+VF group, the time to perform IV cannulation was reduced after the final encounter compared with the baseline encounter (P = 0.002), which was not true of the VM alone group (P = 0.35). Video modeling and feedback shortened time to IV skill completion, reduced complications, and improved satisfaction in novice medical students.

Perceptions of undergraduate medical students regarding the Educational Environment: A Baseline study.

Background: Perception regarding the educational environment in an institute is related to various factors like motivation, satisfaction, and effective learning of medical students.&#x0D; Objective: To determine undergraduate medical students’ perceptions of 1st – final year class, regarding the educational environment in their institute.&#x0D; Methodology: Descriptive cross-sectional study conducted at a private Medical and Dental College in Lahore; during the time period of July 19-Oct 19. A sample of 375 was taken, equally divided among all five classes and across gender &amp; Purposive sampling was applied. The data collection instrument was DREEM Questionnaire. Socio-demographic and variables of DREEM were included in the study. Data was analyzed on SPSS 20 planned as 1) Descriptive statistics, mean and standard deviation for all categories, frequency trends will be noted for total and subunit scores of DREEM 2) Independent sample t-test will be applied to identify gender and residential status-related difference in all subcategories and total score of DREEM 3) ANOVA will be applied to identify variation among all five classes.&#x0D; Results: 163 male and 203 female students participated. DREEM total mean score was 118.44±19.41, and 299(81.7%) had responded to it to be more positive than negative. Independent sample t-test found a significant P-value &lt;0.05 with gender &amp; residential status for total as well as subunit domains of DREEM. One-way ANOVA again showed significant P-values &lt;0.05 for total as well as subunit domains of DREEM.&#x0D; Conclusion: Assessment of the educational environment should be conducted on regular basis as per policy in order to have a successful environment. This will in turn be beneficial for the students as well as the institution in a timely manner; and will definitely help in improving the teaching and learning environment in the institution by taking the necessary actions in weaker areas.&#x0D; Keywords: Educational environment, DREEM, undergraduate, medical student

免费医学生的专业认同与专业满意度研究—以贵州医科大学为例

免费医学生的专业认同与专业满意度研究—以贵州医科大学为例

Students' perception towards medical-simulation training as a method for clinical teaching.

To explore the satisfaction and perception of medical students towards simulation-based learning approach. . The cross-sectional study was conducted at the College of Medicine, Jouf University, Sakaka, Saudi Arabia, in 2018, and comprised medical students of either gender in preclinical and clinical years who were exposed to simulation-based learning. A reliable questionnaire was used to collect data, and it was scored on a 5-point Likert scale (1 = very dissatisfied; 5 = very satisfied). Overall satisfaction level was graded on a scale ranging 6-10 (6 = sufficient; 10 = excellent). Data was analysed using SPSS 20. Of the 400 students approached, 230(56%) responded. Of them, 198(86%) were from the preclinical years and 32(14%) were from the clinical years. Students from all years were satisfied with instructors' cooperation 191(83%), organization of skills 179(78%), clear intended learning outcomes 189(82%), updated knowledge 179 (78%) . The deficiencies cited were lack of proper training rooms 40/230(17.40), shortage of training times 80/230(34.50%), inadequate facilities 52/230(22.6%) of students were satisfied. Overall satisfaction was graded by 170(73.9%) students as >6 and there was a significant difference between satisfaction scores of preclinical and clinical years (p=0.001). Most students were satisfied that simulation-based learning improved their clinical skills, ability to retain learning materials, clinical decision-making and communication skills with patients.

An Evaluation of Patient and Student Experience at a Longstanding Student-run Free Clinic in Cape Town, South Africa.

BackgroundStudent-run free clinics (SRFCs) combine medical student learning with the provision of free health care. A comprehensive evaluation of patient experience at SRFCs is needed to ensure a balance between valuable clinical experience for students and enhancement of patient care. The aim of this study was to describe patient and medical student perception of care at a longstanding SRFC at the University of Cape Town (UCT).MethodsWe conducted an observational study at the Students' Health and Welfare Centres Organisation (SHAWCO), a student-run free clinic at UCT. Trained study staff observed clinical encounters between consenting medical students and patients. We surveyed patients on their demographic characteristics, overall satisfaction, and impressions of medical students and physicians at SHAWCO. We surveyed medical students on their level of training, motivation for volunteering, and future career plans. We linked all data from each clinical encounter by a study-generated identification number.ResultsWe surveyed a total of 34 patients and 52 medical students on their experience at SHAWCO. All patients either strongly agreed (88%) or agreed (12%) that they were satisfied with care. Patient satisfaction did not vary with the parameters of care included in multivariable analysis. Patients rated medical students higher than physicians on listening skills, and equally to physicians on all other clinical skills rated. Medical students reported a strong desire to go into primary care and work in underserved settings both before and after volunteering at SHAWCO.DiscussionWe found a high level of patient satisfaction at SHAWCO, consistent with other studies. Our findings indicate that medical student involvement in care at SRFCs is not a detriment to patient satisfaction.

Impact of Shortened Obstetrics and Gynecology Clerkship on Medical Student Grades, Shelf Scores, and Satisfaction

PURPOSE: To determine if shortening the length of an obstetrics and gynecology clerkship impacts medical student grades, shelf scores, and satisfaction with the clerkship. BACKGROUND: The obstetrics and gynecology clerkship at the University of Minnesota was shortened from 6 to 4 weeks to allow third year medical students to complete all required clerkships. Studies examining clerkships decreased from 8 to 6 weeks suggest a decline in student shelf scores. There are no studies to date evaluating the impact a 4 week clerkship has on student grades, shelf scores or student satisfaction. METHODS: Two-sample t-tests were performed to evaluate the difference in Clerkship grades and shelf exam scores between the 6 and 4 week clerkships. Chi-square tests were completed to test association between satisfaction survey responses and clerkship length. RESULTS: There were significant differences in mean clerkship grades and shelf scores (p<0.01, p0.02), and mean satisfaction scores (p<0.01) between students completing 6 versus 4 week clerkships. The difference in mean satisfaction scores between 6 and 4 week clerkships included satisfaction of learning environment, organization, educational value, teaching, feedback, experience as team member, balance of supervision versus autonomy and recommending the clerkships to others. DISCUSSION: Shortening the obstetrics and gynecology clerkship had a significant negative impact on student performance and satisfaction. This along with the low national rating of obstetrics and gynecology clerkships compared to other specialties may affect how students perceive women’s health as a specialty and recruitment to residency programs. Further studies examining this question are underway.

The “Clerkship Passport” Increases Student Participation in the Third-Year Medical Student Obstetrics Clerkship

PURPOSE: To develop and implement a clinical activity checklist to improve third-year medical student participation, satisfaction, and resident satisfaction on the Obstetrics Clerkship. BACKGROUND: The “Clerkship Passport” is a checklist of core clinical experiences that students should master. We hypothesized that its implementation would increase student participation and overall Obstetric Clerkship satisfaction. METHODS: The Passport was based on milestones 1 from the Ob/Gyn Milestones Project. Two student cohorts were studied before and after implementation (2/2017–3/2018). Overall participation was the primary outcome, secondary measures included task-specific participation and student and resident satisfaction. Chi-square, ANOVA, linear regression and qualitative coding were used for analysis. RESULTS: 79 of 84 (94%) third-year medical students participated. Overall participation rates increased from 68% to 87% on nine pre-determined tasks (p < 0.001). Participation rates were higher on the Passport (96%) than on anonymous survey (p < 0.001). Academic quarter and interest were associated with participation (p=0.011 and 0.002). After controlling for both, the passport still increased participation aOR 1.7 [1.1, 2.3]. Lactation counseling, knot tying and performing sterile speculum exams increased the most. Despite increased participation, satisfaction with “amount of hands-on experience” decreased (p = 0.03). The remainder of clerkship satisfaction scores were unchanged. Residents reported the Passport defined expectations, increased teaching, encouraged feedback and was not burdensome. DISCUSSION: This study supports the use of a clinical activity checklist, which improves student participation. Overall clerkship satisfaction is not improved, but students report satisfaction with the Passport itself. Residents also support the use of this checklist.

The Influence of Students’ Perceptions of Learning Environment on Coping with Academic Challenges: A Structural Equation Modeling Study

Theory: Self-compassion has been identified as a promising interventional target enabling medical learners to respond effectively to stressors and challenges of medical training. Determining factors in the learning environment that support self-compassion is critical for developing such interventions. What is already known in terms of environmental or contextual factors is that learning environments that are supportive of students’ basic psychological needs for autonomy, competence, and relatedness result in better learning and wellbeing outcomes. As such, satisfaction of basic psychological needs in the learning environment was tested for potential effects on self-compassion among medical students. Hypothesis: It was hypothesized that medical students who perceived their needs for autonomy, competence, and relatedness were supported in the learning environment would be more likely to respond to stressors and challenges by means of positive processes of self-compassion (common humanity, mindfulness, self-kindness) and less likely by means of negative processes of self-compassion (isolation, over-identification, self-judgment). Two models were tested: Model 1 contained the effects of the needs for autonomy, competence, and relatedness on two factors of self-compassion that comprise three positive and three negative processes, respectively. Model 2 contained the direct effects of the psychological needs on six individual processes of self-compassion. Method: Using two online surveys, authors collected data from medical students (n = 195) at a large Canadian university. The authors used the 12-item basic psychological needs scale to measure the degree of satisfaction of students’ needs for autonomy, competence, and relatedness in the learning environment, as perceived by students. The 12-item self-compassion scale was used to measure the degree of compassion students exhibited toward themselves in challenging times in the medical program. The authors used structural equation modeling (SEM) to test the hypothesized relationships between basic psychological needs satisfaction and self-compassion. Results: The SEM results for Model 2 indicated an improved model fit over Model 1; however, not all the hypothesized effects were determined to be significant in the two models. In the better fitting model (Model 2), significant effects were observed between the needs for competence and relatedness and the three negative processes of self-compassion (isolation, over-identification, self-judgement). Specifically, the need for relatedness had comparable effects on all three negative processes of self-compassion. The need for competence had a significant effect only on isolation. The need for autonomy had no effects on self-compassion processes. None of the effects involving the positive processes of self-compassion (common humanity, mindfulness, self-kindness) were significant. Conclusions: Satisfaction of medical students’ needs for competence and relatedness in the learning environment appears to reduce the negative processes of self-compassion. Future research is needed to determine why basic psychological needs satisfaction appears to have no effects on the positive processes of self-compassion and what factors are likely to foster these beneficial processes among medical students.

Empathy, burnout, life satisfaction, correlations and associated socio-demographic factors among Chinese undergraduate medical students: an exploratory cross-sectional study

BackgroundMedical education is widely known to be a demanding process that may cause various mental health problems, such as burnout, which can lead to lowered levels of life satisfaction among medical students. Research shows that empathy is negatively correlated with burnout, but there are few studies on the relationship among empathy, burnout and life satisfaction in medical students. The objective of the present study is to explore the correlations of empathy and burnout with life satisfaction and the associated socio-demographic factors among Chinese undergraduate medical students.MethodsIn this cross-sectional study, 1271 undergraduate medical students (age 19.42 ± 1.34 years, 36% male) from 1st to 4th grades completed questionnaires including the Interpersonal Reactivity Index Chinese version (IRI-C), the Maslach Burnout Inventory Modified Chinese version (MBI-MC), the Satisfaction With Life Scale (SWLS) and socio-demographic characteristics. Statistical analyses included Student’s t-test, one-way ANOVA, post hoc Bonferroni tests, hierarchical linear regression analysis and general linear model-univariate full factorial model.ResultsOver four academic years, medical students’ empathy levels declined, but their burnout levels almost plateaued and their life satisfaction levels witnessed an initial fall before a rebound. Empathy was correlated with students’ age and grade, and burnout was associated with students’ maternal education. Significant differences in life satisfaction were detected with regard to medical students’ age, academic year, the number of children in the family, place of residence and parents’ educational levels.ConclusionsEmpathy explained 0.6% of the variance in life satisfaction in contrast to 13.7% of the variance explained by burnout in life satisfaction. Although empathy did not have a main effect on life satisfaction, there was an interaction effect of empathy and burnout on life satisfaction among students of high and low empathy and burnout levels. Students with high levels of empathy and low levels of burnout were most satisfied with life. Medical institutions and related authorities need to find effective measures to enhance students’ empathy levels and reduce burnout to improve their life satisfaction.

Application of three-dimensional digital reconstruction and printing technology in the clinical teaching of complex orthopedics

Objective To explore the effect of 3d digital reconstruction and printing technology on the teaching of complex orthopedics. Methods A total of 90 interns in the Second Affiliated Hospital of Inner Mongolia Medical University from September 2016 to September 2017 were selected as research subjects. According to the different teaching methods, they were divided into control group (n=45) and experimental group (n=45). The former received traditional teaching; the latter used three-dimensional digital reconstruction and printing technology to print out complex fracture models of patients, digitally reproduced fracture classification, developed scientific surgical plans through fracture models, and simulated surgical fixation methods. Examination was divided into clinical skills and written exam according to exam outline requirements; Self-cognitive ability score included professional interest, fracture understanding, etc. The satisfaction of the medical students in the experimental group was determined using self-made questionnaires. t test was used to compare data between groups. Results Experimental groups' scores for surgical skills (84.36±0.28) and theoretical knowledge (87.55±0.44) were higher than the control group, and the differences were statistically significant (P<0.05). The professional interest of the experimantal group was higher than that of the control group, and the difference was statistically significant (P<0.05). The students' classroom atmosphere was significantly better compared with the control group, and the difference was statistically significant (P<0.05). Conclusion Using 3 d digital reconstruction and printing technology to establish modes in complex orthopedics teaching process can effectively improve interns' surgical skills and theoretical knowledge, and promote student satisfaction. Key words: Complex trauma; Orthopedic teaching; 3d digital; 3d printing technology

Application of Modified Team-Based Learning Approach for Enhancing Undergraduate Medical Educational Seminars.

Team-Based Learning (TBL) is an instructor-led, structured form of cooperative learning that promotes self-directed learning and teamwork while equipping students with the problem-solving and collaborative skills needed to meet the demands of their future professions. This study examines the impact of applying a modified TBL approach to enhance educational seminars in a PBL-adopted curriculum. A total of 300 students participated in the study. Students' Individual Readiness Assurance Test (IRAT) mean scores were compared with mean scores of the same students' Group Readiness Assurance Test (GRAT). Student satisfaction was determined on a scale with 6 options in response to 13 questions to compare different aspects of traditional and TBL educational seminars. Comparison between IRAT and GRAT scores showed consistently higher GRAT scores. The majority of students expressed their overall satisfaction in favor of the TBL seminar, especially regarding seminar organization, knowledge acquisition, and team work skills. Application of the TBL approach in educational seminars increased second- and third-year medical students' engagement and satisfaction and improved their test performance.

The operating theatre as a classroom: a literature review of medical student learning in the theatre environment

ObjectivesWe set out to review the published literature relating to the educational experiences of medical students in the operating theatre. In particular, we wished to deduce from the current evidence what challenges are posed to student learning in this environment, and how they may be overcome. MethodsNational Library of Medicine and Google Scholar databases were searched from 1990-2018, using search terms ‘Operating Theatre,’ OR ‘Operating Theater,’ OR ‘Operating Room’ AND ‘Medical Students.’ Title and abstract review of 679 papers were performed. Full-text English language papers about the learning or satisfaction of medical students in the theatre environment were included. Papers exploring the experiences of residents/trainees rather than medical students were excluded. A total of 36 papers were eligible for inclusion. Thematic analysis was conducted on these papers. ResultsA number of common themes were identified. Throughout the literature, medical students describe a lack of clear learning objectives, fear, anxiety, feelings of humiliation and intimidation, lack of visualisation and lack of opportunity for participation as barriers to their satisfaction with theatre placements and to their subjective learning. ConclusionsObstacles identified by students as deleterious to their experiences in the operating theatre are remarkably reproducible across a number of research studies in different populations. Areas to address by both individual educators and curriculum designers include fostering a culture of inclusion in theatre, setting explicit, achievable learning goals for students in this environment and making a concerted effort to prepare students for the theatre setting.

Offline Digital Education for Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration.

BackgroundMedical schools in low- and middle-income countries are facing a shortage of staff, limited infrastructure, and restricted access to fast and reliable internet. Offline digital education may be an alternative solution for these issues, allowing medical students to learn at their own time and pace, without the need for a network connection.ObjectiveThe primary objective of this systematic review was to assess the effectiveness of offline digital education compared with traditional learning or a different form of offline digital education such as CD-ROM or PowerPoint presentations in improving knowledge, skills, attitudes, and satisfaction of medical students. The secondary objective was to assess the cost-effectiveness of offline digital education, changes in its accessibility or availability, and its unintended/adverse effects on students.MethodsWe carried out a systematic review of the literature by following the Cochrane methodology. We searched seven major electronic databases from January 1990 to August 2017 for randomized controlled trials (RCTs) or cluster RCTs. Two authors independently screened studies, extracted data, and assessed the risk of bias. We assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations criteria.ResultsWe included 36 studies with 3325 medical students, of which 33 were RCTs and three were cluster RCTs. The interventions consisted of software programs, CD-ROMs, PowerPoint presentations, computer-based videos, and other computer-based interventions. The pooled estimate of 19 studies (1717 participants) showed no significant difference between offline digital education and traditional learning groups in terms of students’ postintervention knowledge scores (standardized mean difference=0.11, 95% CI –0.11 to 0.32; small effect size; low-quality evidence). Meta-analysis of four studies found that, compared with traditional learning, offline digital education improved medical students’ postintervention skills (standardized mean difference=1.05, 95% CI 0.15-1.95; large effect size; low-quality evidence). We are uncertain about the effects of offline digital education on students’ attitudes and satisfaction due to missing or incomplete outcome data. Only four studies estimated the costs of offline digital education, and none reported changes in accessibility or availability of such education or in the adverse effects. The risk of bias was predominantly high in more than half of the included studies. The overall quality of the evidence was low (for knowledge, skills, attitudes, and satisfaction) due to the study limitations and inconsistency across the studies.ConclusionsOur findings suggest that offline digital education is as effective as traditional learning in terms of medical students’ knowledge and may be more effective than traditional learning in terms of medical students’ skills. However, there is a need to further investigate students’ attitudes and satisfaction with offline digital education as well as its cost-effectiveness, changes in its accessibility or availability, and any resulting unintended/adverse effects.

Parental career expectations: effect on medical students' career attitudes over time.

Motivation to become a doctor has typically been conceived as arising from personal interests. However, it is not uncommon, particularly amongst those from collectivist cultures, for career choice to be motivated by a desire or need to fulfil parent expectations. Whether or not this motivation has longer term effects on the career satisfaction and performance of medical students is unknown. Using three waves of survey data collection, applicants to medical school (n=370) reported parent career expectations, parent career support and physician career values. Those who gained a student place (n=90) reported attitudes to their career at the end of their first year of study. Burnout and intentions regarding practice location were assessed during the fifth and final year of study (n=81). Examination marks in Years 1 and 5 assessed academic performance. Those with more highly educated parents reported more support, but parent support had no relationship with students' academic performance or attitudes to their career. Perceived parent career expectation was higher amongst younger applicants and those from a non-Western background. Expectations had a small positive correlation with applicants' valuing of prestige and a small negative correlation with valuing service. Medical students with high parent expectation at selection had, a year later, more negative attitudes to medicine as a career. Parent expectation had a significant indirect effect on Year-5 burnout. Higher parent expectation was related to lower Year-5 academic grades, but after Year-1 grades were accounted for, this relationship was no longer significant. Medical students who perceive that their parents expect them to choose a prestigious career in line with family or cultural values may be more ambivalent about their career choice once in medical school. They may also be more likely to experience longer term burnout but there was little evidence that they might have lower academic performance.

Satisfaction of Medical Students with Courses Offered in the Community Medicine Center in Kermanshah University of Medical Sciences (2016 - 2017)

: Evaluating educational practices in medical sciences has always been absolutely significant, given their definite role in training human resources and that receiving feedbacks for enhancing educational activities is a relatively new subject. Identifying the causes of students’ satisfaction and analyzing all the factors therefore significantly affect the academic achievement of students and can play a key role in enhancing the quality of services. Medical sciences universities currently consider students’ attitudes towards the quality of the education provided as an essential factor in the quality monitoring of ongoing studies in this field. Given the importance of community-centered education courses and the effects of different variables on students’ satisfaction and perception of the problems and quality of educational services provided, the present study was conducted to determine the degree of satisfaction of medical interns in Kermanshah University of Medical Sciences, Kermanshah, Iran.