Skills Of Medical Students Research Articles

Assessment of clinical competencies of medical students in a simulated environment: a scoping review protocol

Simulation in scenarios representative of clinical practice is an innovative teaching-learning strategy. Performance evaluation in this scenario must be carried out using methods that are valid, reliable, equivalent, feasible, acceptable, have an educational impact and a catalytic effect. It is therefore necessary to understand the methods available for this purpose. The aim was therefore to outline a scoping protocol on the assessment methods used to analyze the clinical competencies of medical students in a simulated environment. This protocol was conducted according to the methods proposed by the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The review question was defined based on the PCC (Population, Concept, Context) mnemonic: “What methods are used to assess the clinical skills of medical students in a simulated environment?”. The eligibility criteria are associated with publications in English, Portuguese and Spanish, available in full text, covering methodological approaches including qualitative, quantitative, mixed methods, primary research, systematic reviews, meta-analyses, letters, guidelines, published theses and dissertations, with no time frame. The searches will be carried out in the Scopus, CINAHL, Web of Science, Lilacs, PubMed and Scielo databases. The results will be presented in tables or diagrams, accompanied by explanatory text, according to the best use for the purpose of the review.

Comparing the effects of blended learning and traditional instruction on “Medical Genetics and Embryonic Development” in undergraduate medical students: a randomized controlled trial

Abstract Objectives The Shanghai Jiao Tong University School of Medicine is at the forefront of educational innovation to enhance student learning outcomes. Herein, this study aims to evaluate the effectiveness of blended learning compared to traditional on-site instruction in the “Medical Genetics and Embryonic Development” curriculum. Methods A randomized trial was conducted involving 338 second-year clinical medicine students during the 2023–2024 academic year. The students were divided into two groups: one received blended learning and the other, on-site instruction. Students’ performance was evaluated using ongoing assessments together with mid-term and final exams. Results Blended learning led to higher overall final grades, with no significant difference in quiz performance, but better exam scores compared to traditional learning. At the level of higher-order learning skills, students in the blended learning group performed better in karyotyping. However, the traditional on-site group slightly outperformed the blended learning group in case-based learning scores. Ultimately, approximately 92 % of students were satisfied with the blended learning course. Conclusions Blended learning does show promise in improving the self-learning skill and overall learning outcomes of medical students. Future studies should focus on optimizing blended learning strategies and assessing their long-term impacts on clinical competencies.

ЦІННОСТІ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ МЕДИЧНОГО УНІВЕРСИТЕТУ:ТЕОРІЯ І ПРАКТИКА

The article analyzes the theoretical and practical aspects of the values of student youth using the example of medical universities. Attention has been focused on the contradictions within the higher education system, the adaptation of first-year students to new conditions, and the features of the functioning of educational systems during wartime. Values are characterized in the context of comparing their positive and negative meanings, their division into material and spiritual categories, and their significance in axiology. The practical aspect of the conducted research reflects the experience of applying the «keyword» method in teaching humanities and social disciplines, aimed at developing skills in medical university students for analyzing and prioritizing academic and professional values. Through the «keyword» method, elements of students' self-assessment and their vision of the specifics of their future professional activities were identified. Based on the analysis of student responses, a list of key words in the field of medicine was compiled. It was found that first-year medical students understand the core professional values of future doctors, which ensure the prioritization of patients’ life and health, as well as the professionalism and moral responsibility of medical practitioners; while sixth-year students focus on the social aspects of the medical field (accessibility), its democratic nature (choice), and development prospects in response to unknown challenges (the future). The key words regarding the positive qualities of modern youth (values) were identified: persistence, tolerance, activity, openness, creativity, confidence, adaptability, and progressiveness; and the negative qualities (anti-values): apathy, irresponsibility, physical inactivity, overconfidence, arrogance, carelessness, laziness, insolence, imperfection, inconsistency, and overabundance. It is concluded that the issue of challenges faced by modern students in new conditions requires separate research. Identifying these challenges will allow for adjustments in the organization of the educational process and consideration of student opinions.

PROJECT-BASED LEARNING AS A MEANS OF DEVELOPING SPEAKING SKILLS OF MEDICAL STUDENTS

This article explores the effectiveness of project-based learning (PBL) as a pedagogical approach to enhance speaking skills of medical students, emphasizing the practical application of language within professional field. In the context of evolving medical education, the need for proficient English language skills among healthcare professionals has become increasingly topical. By integrating constructivist, experiential, communicative, and task-based learning theories, PBL fosters critical thinking, collaboration, and creativity. Through active engagement in projects such as clinical simulations, case studies, and health campaigns, students not only acquire linguistic competence but also bridge knowledge across disciplines such as biology, pharmacology, ethics, etc. This study aims to analyze the methodologies, impacts, and potential obstacles of PBL in medical English education. The findings are intended to inform English language instructors in medical educational establishments, ultimately enhancing the quality of training for future healthcare professionals in a globalized surroundings. By promoting effective communication skills, PBL serves as a vital tool in preparing a new generation of adaptable and skilled practitioners.

Metacognitive Skills and Academic Performance among Medical Students-An Analytical Cross Sectional Survey

Objective: The study objectives were to identify the metacognitive skills in medical students and to find its association with their academic performance. Study Design: Analytical cross-sectional study. Place and Duration of Study: Army Medical College, Rawalpindi Pakistan, from May to Sep 2022. Methodology: MBBS students from second, third and fourth year who had passed their last professional examination were included by convenience sampling. Sample size was calculated using WHO table and keeping 95% confidence level, d=0.05 and p= 0.20. Self-reported questionnaire Metacognitive Awareness Inventory was used to collect online data from 197 students. Hesitant students and incomplete questionnaires were excluded. Data analyzed through SPSS version 26. Mean and standard deviation for descriptive, independent t-test and one-way ANOVA were applied to find differences of mean among different groups (p<0.05 statistically significant). Results: Among 115 males and 82 females, almost 92(46.70%) were from second year, 33(16.75%) from third year, and 72(36.54%) were from fourth year. Mean score and standard deviation of knowledge and regulation of cognition was 10±4.3 and 20.4±8.6 respectively. No significant difference of metacognition scores for two domains was found among both genders (p value 0.730, 0.509 respectively), four categories of percentage scores (p-value 0.290, 0.724respectively) and all years (p-value 0.077, 0.280 respectively). A significant strong positive linear correlation between knowledge and regulation was found (r=797; p<0.001). Conclusions: Metacognitive skills in medical students were moderately developed in using strategies of both knowledge and regulation of cognition. No association was found between metacognitive skills and their academic performance.

Developing Research Skills in Medical Students- Experience from Research Methodology Workshops for Indian Medical Graduates

Developing Research Skills in Medical Students- Experience from Research Methodology Workshops for Indian Medical Graduates

Instilling leadership skills in undergraduate medical students

Instilling leadership skills in undergraduate medical students

Factors influencing self-regulated learning ability among Medical undergraduates in China: a cross-sectional study

BackgroundSelf-regulated learning (SRL) is the core purpose of lifelong learning and the precondition for medical staff to continuously adapt to and excel in their current and future positions. Good SRL abilities positively impact the academic performance and clinical skills of medical students. Despite its importance, the factors influencing SRL among medical students in China remain under-explored. This study investigates these factors among Chinese medical undergraduates.MethodsThis cross-sectional survey was conducted among a convenience sample of undergraduate students at all four medical universities in Guangxi, using a questionnaire developed and tailored by Zude Zhu. Responses from 2,179 Chinese medical undergraduate students were included in the analyses. The data were collected using the College Student SRL Questionnaire which consisted of 69 items rated on a 6-point Likert scale, ranging from 1 (very inconsistent) to 6 (very consistent), and scored by calculating the mean and standard deviation. The data were analyzed using the Statistical Package for Social Sciences, version 22.0 (IBM SPSS Corp).ResultsUnivariate analysis showed that registered residence, specialty, educational system, parental educational background, parenting style, annual household income, parental occupation, grade point average (GPA), engagement in SRL activities, and participation in SRL training were significantly associated with SRL scores (p < 0.05 for all). The results of the multiple linear regression analysis revealed that educational system (“5 + 3”-year) (p < 0.001; 95% Confidence Interval (CI), 9.842 to 15.686), mother’s occupation (staff of government agency/institution) (p < 0.001; 95% CI, − 3.798 to − 2.081), GPA (p < 0.001; 95% CI, − 10.009 to − 5.712), engagement in SRL activities (p = 0.001; 95% CI, − 11.903 to − 3.162), and participation in SRL training (p < 0.001; 95% CI, − 15.966 to − 9.972) were positively related to SRL abilities in medical students.ConclusionsFurther studies are necessary to identify additional external (e.g., academic environment, parents’ expectations for their children) and internal factors (e.g., student cadres or not, interest in medicine or not, whether there is a clear career planning) affecting SRL abilities. Initiating relevant training early in the college career could enhance SRL capabilities in medical students.

Communicative Skills in Medical Students

Positive interaction between the doctor and the patient affects the treatment outcome, as well as the level of satisfaction with healthcare services. Many young doctors experience communicative issues that can lead to negative consequences for all stakeholders. The research featured various problems in shaping communicative skills in medical students. It involved a review of scientific publications, a survey of first-year medical students (n = 20), and an analysis of 40 negative feedbacks from patients. The communicative issues included: lack of eye contact / active listening, misleading mimics, inappropriate intonation / voice volume, violation of private space, insufficient or excessive amount of information, lack of bedside manners / respect for patients. The list of communication skills to be mastered by medical students in order to improve the quality of medical care included: eye contact, self-presentation, active listening, conflict management, strategies of delivering bad news, and conclusion phrases. The data obtained make it possible to identify key aspects that affect the formation of communicative skills in future doctors, as well as to propose methods for its improvement at university level. The authors emphasize the importance of developing communicative skills in future doctors to provide high-quality medical care and prevent emotional burnout in young professionals.

Teaching and learning clinical reasoning skill in undergraduate medical students: A scoping review.

Clinical reasoning involves the application of knowledge and skills to collect and integrate information, typically to arrive at a diagnosis, implement appropriate interventions, solve clinical problems, and improve the quality of health care and patient outcomes. It is a vital competency that medical students must acquire, as it is considered the heart of medicine. This scoping review aimed to identify and summarize the existing literature on learning and teaching strategies for improving clinical reasoning skill in undergraduate medical education. We conducted electronic searches in Scopus, PubMed/Medline (NLM), Web of Science (WOS), and ERIC to retrieve articles published between January 1, 2010, and March 23, 2024. We also performed hand searches by scanning the reference lists of included studies and similar reviews and searching three key journals. After removing duplicates, two reviewers independently extracted data from primary articles using a standard data extraction form. The authors used Arksey and O'Malley's framework. Among the 46581 retrieved records, 54 full-text articles were included in the present review. We categorized the educational strategies based on their aspects, focus, and purpose. Included studies used various educational strategies for improving clinical reasoning skill in undergraduate medical education by serial cue or whole clinical cases that presented as process-oriented or knowledge-oriented. This scoping review investigated various dimensions of educational intervention for improving clinical reasoning skill in undergraduate medical education. There is a need for more precision studies with larger sample sizes, designing studies according to randomized controlled trials standards, determining MCID, or performing meta-analyses to acquire robust and conclusive results.

Enhancing clinical reasoning skills for medical students: a qualitative comparison of LLM-powered social robotic versus computer-based virtual patients within rheumatology

Virtual patients (VPs) are increasingly used in medical education to train clinical reasoning (CR) skills. However, optimal VP design for enhancing interactivity and authenticity remains unclear. Novel interactive modalities, such as large language model (LLM)-enhanced social robotic VPs might increase interactivity and authenticity in CR skill practice. To evaluate medical students’ perceptions of CR training using an LLM-enhanced social robotic VP platform compared with a conventional computer-based VP platform. A qualitative study involved 23 third-year medical students from Karolinska Institutet, who completed VP cases on an LLM-enhanced social robotic platform and a computer-based semi-linear platform. In-depth interviews assessed students’ self-perceived acquirement of CR skills using the two platforms. Thematic analysis was employed to identify themes and sub-themes. Three main themes were identified: authenticity, VP application, and strengths and limitations. Students found the social robotic platform more authentic and engaging. It enabled highly interactive communication and expressed emotions, collectively offering a realistic experience. It facilitated active learning, hypothesis generation, and adaptive thinking. Limitations included lack of physical examination options and, occasionally, mechanical dialogue. The LLM-enhanced social robotic VP platform offers a more authentic and interactive learning experience compared to the conventional computer-based platform. Despite some limitations, it shows promise in training CR skills, communication, and adaptive thinking. Social robotic VPs may prove useful and safe learning environments for exposing medical students to diverse, highly interactive patient simulations.

Experiences from the initial 3 years of introducing the British Pharmacological Society and UK Medical Schools Council Prescribing Safety Assessment for Danish junior doctors.

The British Pharmacological Society and UK Medical Schools Council Prescription Safety Assessment (BPS/MSC PSA) is an electronic platform developed for assessing the prescription skills of medical students. Our aim was to investigate the feasibility of the BPS/MSC PSA in addressing prescribing competencies among junior doctors in a hospital setting. The Department of Clinical Pharmacology at Odense University Hospital established a Danish translated programme using the BPS/MSC PSA platform. We launched a formal 3-year programme in 2021, potentially assessing all first-year doctors at Odense University Hospital and Esbjerg Regional Hospital. Participation was followed by a survey. During the period of 2021 to 2023 n =364 doctors were invited, from which n =246 participated. The compliance rate increased from 38% in 2021 to 88% in 2023. The mean assessment score (points normalized to percentage) across n =246 participants was 71%, and 94% achieved a score of at least 50%. A subset of participants responded to the survey, with the majority of those completing the questionnaire indicating that the purpose of the assessment was clear. The items related to difficulty and number of questions received comparable evaluations, and most respondents found the questions clinically relevant. It is feasible to translate and implement the BPS/MSC PSA in a Danish hospital setting. The programme provides insight into the prescribing competencies of junior doctors and the participants are generally positive.

Not taught in medical school but needed for the clinical job – leadership, communication and career management skills for final year medical students

BackgroundStarting the first job as a young physician is a demanding challenge. Certain skills are important to master this transformation that go beyond the theoretical knowledge and practical skills taught in medical school. Competencies such as communication, leadership and career management skills are important to develop as a young physician but are usually not sufficiently taught in medical school in a structured and comprehensive way.MethodsWe performed an online survey among final year medical students regarding how they perceive their current competency level in communication, leadership and career management skills. We also assessed how they rate the importance to acquire these competencies and the current emphasis during their medical school education regarding these topics.ResultsOf 450 final year medical students 80 took part in the voluntary survey and 75 complete datasets were returned (16.7%). The majority of respondents rated different communication skills, leadership skills and career management skills as important or very important for their later clinical work. However, most students felt to be poorly or very poorly prepared by the current medical school curriculum, especially for certain leadership and career management skills. Overall, 90.7% of participants expressed interest in an additional educational course that covers subjects of communication, leadership and career management skills during the later stage of medical school, preferably as a hybrid in-person session that also offers synchronous online participation.ConclusionsThe results of the survey express the need to address communication, leadership and career management skills in the medical curriculum to be better prepare students for the demands of residency and their further course as physicians. An educational format during the final year of medical school may be suitable to address mentioned topics in the framework of clinical practical exposure.

Effectiveness of a report writing training program using peer review: evidence from first- year medical students

BackgroundReport writing in class provides basic training for academic writing. However, report writing education in medical schools in Japan has rarely been reported and no teaching strategy has been established for it.MethodsThis study developed a report writing program using peer review for first-year medical students consisting of two 120-minute classes. The goal of being able to write reports appropriately was established and presented to students at the beginning of the program. In session 1, students decided on a topic, gathered information, and structured their report. In session 2, students’ written reports were peer reviewed. The reports were improved based on the peer reviews. The responses of the pre- and post-program questionnaires were evaluated to determine the program’s effectiveness. The other reports that were assigned one month after the program were used as comparison with the reports of students who did not participate. Furthermore, the long-term effects of the program were also evaluated by comparing the results of students from the previous year who did not participate in the program with those of program participants six months after the program.ResultsA total of 106 students completed the questionnaire evaluation. The program was rated as being acceptable for the students. Self-assessment of report writing significantly improved after the program. The report scores of program participants (n = 99) were significantly higher overall and in all domains than were those of non-participants (n = 99). The self-assessment of students who participated (n = 96) was significantly higher than that of non-participants (n = 109). No difference was observed for students’ sense of burden in report writing.ConclusionsThe report writing skills of medical students can be improved by clearly establishing the goals of report writing and practicing the basic skills of report writing step-by-step. Moreover, the use of peer review may enhance the effectiveness of learning opportunities for report writing.

The use of the objective structured clinical examination to evaluate paediatric cardiopulmonary resuscitation skills in medical students and measures to improve training

BackgroundThe main objectives of the study were to analyse the use of the Objective Structured Clinical Examination (OSCE) to evaluate the skills of medical students in paediatric basic life support (PBLS), to compare two resuscitation training models and to evaluate the measures to improve the teaching program.MethodsComparative, prospective, observation study with intervention in two hospitals, one undergoing a PILS course (Paediatric Immediate Life Support) and another PBLS. The study was performed over three phases. 1º. PBLS OSCE in 2022 three months after the resuscitation training 2. Measures to improve the training program in 2023 3. PBLS OSCE in 2023. Overall results were analysed and comparison between both sites and those for 2022 and 2023 were made.ResultsA total of 210 and 182 students took part in the OSCE in 2022 and 2023, respectively. The overall mean score out of 100 was 83.2 (19), 77.8 (19.8) in 2022 and 89.5 (15.9) and 2023, P < 0.001. Overall cardiopulmonary resuscitation (CPR) effectiveness was adequate in 79.4% and 84.6% of students in 2022 and 2023, respectively. The results of hospital students undergoing a PILS course were better (86.4 (16.6) than those undergoing a PBLS. 80.2 (20.6) p < 0.001. The results from both hospitals improved significantly in 2023.ConclusionsThe OSCE is a valid instrument to evaluate PBLS skills in medical students and to compare different training methods and program improvements. Medical students who receive a PILS attain better PBLS skills than those who undergo a PBLS course.

DEVELOPING CRITICAL THINKING SKILLS IN MEDICAL BIOCHEMISTRY THROUGH DIGITAL CASE-BASED LEARNING

In the modern era of medical education, the ability to apply biochemistry knowledge to clinical cases is crucial. This article explores the effectiveness of digital case-based learning (CBL) in enhancing critical thinking skills for medical students in biochemistry courses. Digital CBL tools provide realistic clinical scenarios that require students to connect biochemical processes with diagnostic decisions, promoting active learning and critical thinking.

Using improvisation to enhance communication skills in 4th year medical students.

Using improvisation to enhance communication skills in 4th year medical students.

The Effects of Hands-on Cadaver Dissection Module on Preclinical Students

Objective: The anatomy education provided by cadaver dissection contributes to the professional skills of medical students. In addition to gaining scientific experiences, dissection practices contribute to the humane approach to the patient, motivation to become a physician, privacy, and ethical issues. Cadaver dissection is one of the oldest methods used in anatomy education, and the moment of encounter with the cadaver significantly affects medical students. The aim of the study was to emphasise the importance of traditional cadaver dissection and raise awareness about body donation. Methods: The study included 206 preclinical period students. After receiving the dissection materials, the students dissected cadavers, and the instructors helped them throughout the process. After the dissection, we shared an online survey. Results: 96.6% of the students emphasised that cadaver dissection is important and should be included in the curriculum. Also, 96.6% stated that the dissection module informed them about ethical values. 94.2% declared that dissection increased their interest and motivation towards medical education. 91.8% of the students thought that participation in cadaver dissection provided them with more opportunities to develop professional skills than the demonstration of a prosectioned (previously dissected) cadaver. 71.8 of them stated that the models or computer-assisted education can not replace cadaver dissection. Conclusion: However, although technology and artificial intelligence facilitate learning, the multifaceted benefits of the cadaver cannot be denied, and the cadaver cannot be excluded from anatomy education.

Development of research skills in medical undergraduates through mentored research project

Objectives: The purpose of this study was to develop research skills in undergraduate medical students through mentored student research projects in medical colleges in North India. Materials and Methods: This was an educational intervention study. This project was carried out at a medical college in north India. After obtaining ethical clearance from the IEC of our college, this project was carried out. A core team of 5 faculty members was formed. Forty students were enrolled for this project on a voluntary basis. The project involved mentors from multiple departments who had experience in carrying out research projects. A total of 13 faculty members were involved. The core team prepared a module for training undergraduate medical students in research skills. It was validated by the subject’s experts outside the medical college. The training program consisted of 20 classes followed by 10 assignments, during which the students completed their research projects. The students were divided into groups of four, and each group took on one project (a total of ten projects). The training methodology included lectures, individual work, and a plenary session. We planned the evaluation of this training by multiple means. The research projects were graded by three reviewers, who were the faculty members assigned to the task of reviewers. In the end, pre and post-retrospective feedback questionnaires were filled out by students. Results: All 40 students, working in ten groups, submitted their projects (ten projects). Among these research projects, there were seven descriptive studies, two observational studies, and one interventional study. The average self-rating (on a 10-point scale) of skills in conducting research projects by participants went from 3.8 in pre-training to 8.5 in post-training on the retrospective pre-post questionnaire. The average score (out of 90) on structured research project evaluation by two external experts was 58.5. As evident from the quantitative and qualitative data, the participants gained maximum skills in choosing an appropriate title for the project, choosing study participants, preparing a data collection tool, and dealing with ethical issues. About 62.5% of participants rated the overall quality of training as excellent, and 100% of students recommended continuing training for the next batches. Conclusion: Undergraduate students can be taught skills of performing research through research projects under mentorship, along with interactive sessions on research methodology.

Analysis of virtual standardized patients for assessing clinical fundamental skills of medical students: a prospective study

BackgroundHistory-taking is an essential clinical competency for qualified doctors. The limitations of the standardized patient (SP) in taking history can be addressed by the virtual standardized patient (VSP). This paper investigates the accuracy of virtual standardized patient simulators and evaluates the applicability of the improved system’s accuracy for diagnostic teaching support and performance assessment.MethodsData from the application of VSP to medical residents and students were gathered for this prospective study. In a human–machine collaboration mode, students completed exams involving taking SP histories while VSP provided real-time scoring. Every participant had VSP and SP scores. Lastly, using the voice and text records as a guide, the technicians will adjust the system’s intention recognition accuracy and speech recognition accuracy.ResultsThe research revealed significant differences in scoring across several iterations of VSP and SP (p < 0.001). Across various clinical cases, there were differences in application accuracy for different versions of VSP (p < 0.001). Among training groups, the diarrhea case showed significant differences in speech recognition accuracy (Z = -2.719, p = 0.007) and intent recognition accuracy (Z = -2.406, p = 0.016). Scoring and intent recognition accuracy improved significantly after system upgrades.ConclusionVSP has a comprehensive and detailed scoring system and demonstrates good scoring accuracy, which can be a valuable tool for history-taking training.