Third-year Undergraduate Medical Students Research Articles

Effectiveness of selected small group teaching methods for undergraduate medical students on basic concepts of epidemiology: A quasi-experimental study.

Teaching epidemiology to young medical students using traditional teaching techniques is fraught with myriad challenges. Incorporating innovative small group teaching (SGT) approaches that promote active learning, practical application, and critical thinking can help in overcoming these challenges. To identify the most effective SGT method from selected three approaches [tutorial technique (TT), problem-based learning (PBL), and fishbowl technique (FBT)] to teach the basic concepts of epidemiology to the third-year undergraduate medical students of a private medical college in Puducherry, Southern India. A quasi-experimental study was conducted among third-year undergraduate medical students for 6 months. The sample size was calculated to be 60 using the nMaster 2.0 sample size software. Three groups were formed with 20 students each. A pre-test, which included fifty multiple-choice questions covering topic one, was conducted for students in all three groups. An SGT session on topic one (dynamics of disease transmission) was held on the same day by different facilitators for three groups A, B, and C using the TT, PBL, and FBT, respectively. After 6 weeks of the SGT session for topic one, a post-test using the same questions was organized for all three groups to identify the effectiveness of each SGT method. The above sequence of events was followed for topic two (study designs) and topic three (investigation of disease outbreak) among all groups in the subsequent months. A written informed consent was sought from all students. The collected data was entered in MS Excel 2010 and analyzed using SPSS 21. The pre- and post-tests for all topics in all three groups were compared using a paired t-test, and an ANOVA test was used to find any difference between the groups. The mean post-test score in each of the three groups for all topics had improved when compared with the mean pre-test score, which was significantly different between the three groups. Further, the mean score of group B (PBL group) was found to be higher than group C (FBT) but not significantly higher compared to group A (TT). The mean score of the feedback where the participants were asked to rate the overall session was found to be high in group B (PBL) followed by group A (TT). PBL and TT were found to be an equally effective way of small group methods for teaching-learning epidemiology in medical school.

Core Procedural Skills to be Taught for III-Year Undergraduate Medical Students: A Modified Delphi Study.

While medical students are expected to learn procedural skills during their training, there is no consensus on their level of learning. Further, the most essential procedural skills across medical curricula which need to be taught during their III-year clinical posting are often not considered. The purpose of this study was to identify the core procedural skills needed to be taught during the III-year undergraduate medical students clinical posting. A three-round, online Modified Delphi method was used to identify consensus on selecting the most essential procedural skills prescribed in National Medical Commission (NMC) curriculum 2019. In Round 1, a list of 54 procedural skills from the National Medical Commission's (NMC) Graduate Medical Education Regulations (GMER) 2019 curriculum was distributed to 22 experts in pre-clinical medical education and multidisciplinary clinicians.They rated the skills in terms of importance. In Round 2, the skills that received consensus in Round 1 were presented, resulting in 13 skills for evaluation. Round 3 further narrowed down the skills to a final consensus of 6. An interclass correlation coefficient of 0.767 among experts indicates a substantial level of reliability. Consensus was achieved for six procedural skills, each demonstrating over 80% agreement among the experts. These skills include basic life support, intravenous cannulation, urinary catheterization for both male and female patients, nasogastric tube insertion, oxygen administration, and basic suturing. Notably, all these skills received the highest level of agreement, surpassing 90% consensus. The results of the modified Delphi study offer crucial insights into the procedural skills that should be included in the curriculum for third-year undergraduate medical students during their clinical rotations in a tertiary care teaching hospital. Faculty members at these institutions differ in their opinions regarding the importance of teaching specific procedural skills, influenced by their teaching background and the student cohorts they instruct. From a comprehensive list, six skills have been pinpointed as the most vital through the modified Delphi technique. Moreover, the Delphi technique is acknowledged as a valuable method for achieving a consensus on prioritizing the training of certifiable skills.

Undergraduate Skills Training in Pandemic Times: Where Is the Future of Medical Education?

The COVID-19 pandemic forced medical programs to rapidly switch to remote teaching from scratch, impacting hands-on skills training. This study compared the efficacy of a hybrid online format to a regular in-person session for a mandatory surgical skills class. Third-year undergraduate medical students attending the surgical skills class in the winter semester of 2020/21 at the Medical University of Graz were randomly assigned to either the hybrid or in-person class, depending on their course schedule and government regulations. The hybrid class involved online videos, one-on-one peer tutoring, and an Objective Structured Clinical Examination (OSCE). Pre- and post-class self-assessments were conducted to evaluate their theoretical and practical knowledge of a single interrupted suture. The study included 85 students in the regular in-person class and 50 in the hybrid class. A pre-class assessment revealed higher self-assessments in the hybrid class for theoretical and practical knowledge, but a post-class assessment showed no significant difference. The advantages and disadvantages of both modalities were identified, providing valuable insights for future curriculum development. Both teaching modes were effective for undergraduate surgical skills training. This study recommends implementing positive aspects of both the hybrid and in-person formats while recognizing their respective limitations.

The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice

BackgroundProblem-based learning (PBL) is a widely adopted educational approach in medical education that aims to promote critical thinking and problem-solving in authentic learning situations. However, the impact of PBL educational mode on undergraduate medical students’ clinical thinking ability has been limitedly investigated. This study aimed to assess the influence of an integrated PBL curriculum on clinical thinking ability of medical students prior to clinical practice.MethodsTwo hundred and sixty-seven third-year undergraduate medical students at Nantong University were recruited in this study and were independently assigned to either the PBL or control group. The Chinese version of the Clinical Thinking Ability Evaluation Scale was used to assess clinical thinking ability, and the students’ performance in the PBL tutorials was assessed by tutors. All participants in both groups were required to complete the pre-test and post-test questionnaires to self-report their clinical thinking ability. A paired sample t-test, independent sample t-test and one-way analysis of variance test (ANOVA) were used to compare the difference in clinical thinking scores among different groups. Multiple linear regression was conducted to analyze the influencing factors correlated with clinical thinking ability.ResultsThe clinical thinking ability of most third-year undergraduate medical students at Nantong University was at a high level. The PBL group had a higher proportion of students with high-level clinical thinking ability in the post-test compared to the control group. The pre-test scores of clinical thinking ability were similar between the PBL and control groups, but the post-test scores of clinical thinking ability in the PBL group were significantly higher than those in the control group. Additionally, there was a significant difference in clinical thinking ability between the pre-test and post-test in the PBL group. The post-test scores of sub-scales of critical thinking ability were significantly higher than the pre-test in the PBL group. Furthermore, the frequency of reading literature, time of PBL self-directed learning, and PBL performance score ranking were influencing factors on the clinical thinking ability of medical students in the PBL group. Moreover, there was a positive correlation between clinical thinking ability and the frequency of reading literature, as well as the scores of the PBL performance.ConclusionsThe integrated PBL curriculum model has an active impact on improving undergraduate medical students' clinical thinking ability. This improvement in clinical thinking ability may be correlated with the frequency of reading literature, as well as the performance of the PBL curriculum.

Teaching clinical reasoning among undergraduate medical students: A crossover randomized trial

Background & Objective: Many clinical reasoning teaching techniques have been reported in the literature. The authors focused on 2 teaching techniques of clinical reasoning, the technique Summarize, Narrow, Analyze, Probe the preceptor, Plan, Self-selected topic (SNAPPS) and the Clinical Reasoning Technique (CRT), and compared their efficiency to improve the clinical reasoning competencies of third-year undergraduate medical students. Materials & Methods: The authors performed a prospective randomized, controlled, non-blinded crossover trial including year-3 undergraduate medical students. Judgment criteria consisted of the scores attributed to a test assessing the cognitive competencies of the participants which was a structured summary performed by the students after each session. Besides, a satisfaction Likert-scale questionnaire was fulfilled by the students. Statistical analysis was performed using SPSS software (version 20.0). Results: Seventy-two students were included with a mean age of 21.03 (SD:2,30) years. The mean scores of the students allocated to the CRT arm reached 4.62 (SD:2.93)versus 4.99 (SD:2.93) for the SNAPPS arm. No significant statistical difference was observed between the mean scores according to the method used. The analysis of the satisfaction questionnaire revealed that 75% of the students preferred CRT because of the collaborative work performed. Conclusion: This study highlights the need for varying techniques to improve the critical reasoning skills of medical students. Besides, it pointed out students' preference for collaborative approaches illustrating socio-constructivist theories of learning.

Differences in Anxiety in Second and Third Year Medical Undergraduate Students Faculty of Medicine, Nursing and Health Science, Universitas Gadjah Mada

Background: Anxiety is a condition in which a person experiences concern about an unpleasant event that will occur in the future. Medical students tend to experience anxiety during their studies. This study was attributable to the differences in anxiety in second and third-year medical students at the Faculty of Medicine Nursing and Health Science, Universitas Gadjah Mada.
 Methods: This research is an observational study with a cross-sectional design. The research will be conducted online using a self-reported questionnaire. Respondents' level of anxiety was measured by the general anxiety disorder-7 (GAD-7) questionnaire. Analysis of the data used is using the Mann-Whitney test method.
 Results: Of the total 109 respondents, the majority had a mild level of anxiety, with a total of 45 people. The majority of respondents are third-year students (59%), female (76%), and over 20 years old (69%). After analyzing using the Mann-Whitney Test between the GAD-7 score and the year of study, the p-value was 0.622.
 Conclusion: There is no difference in the level of anxiety in the second and third-year undergraduate medical students at the Faculty of Medicine, Nursing and Health Science, Universitas Gadjah Mada.

Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students.

Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology.Methods: The current study was approved by Institutional Ethics and Review Committee. Third-year undergraduate (MD3) medical students of the academic year 2021-22 were sensitized about the concept map study and included after obtaining their informed consent. The students worked in teams to find answers and link the different words or phrases of the concept maps. At the end of the immunology course, students’ perception on concept map-based learning strategy was assessed. A pre-designed, self-administered questionnaire, pre-validated by subject experts for relevance and feasibility, was used for the study. The questionnaire included some quantitative questions assessed by using 3-point Likert Scale and an open-ended question to receive students’ comments on concept map-based learning strategy. The responses were collected and analyzed using SPSS version 22. Descriptive statistics was used for the quantitative variables, tabulated as numbers and percentages while the qualitative data was analyzed by thematic analysis. The quantitative data results were prioritized but supported by students’ comments on open ended question.Results: Out of 133 eligible participants, 109 students who volunteered and completed the study were included. Majority of our participants (>80%) welcomed the concept map-based learning strategy. Almost 4 out of 5 expressed that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills. More than 80% of the students agreed that concept maps promoted deep understanding of the topic and lifelong learning. Nearly 3 out of 4 students suggested including concept maps in many immunology topics in future. Majority of students penned down positive comments indicating concept map tool facilitates metacognitive skills.Conclusion: From the study, it can be concluded that concept maps are effective active learning strategies to improve the metacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.

A Group-Randomized Study Comparing the Traditional Lecture and Informal Cooperative Learning For Undergraduate Radiology Training In A Malaysian University

Purpose: Radiology teaching via the traditional lecture (TL) is susceptible to a decline in focus and engagement, leading to compromised training and competency. In this study, we investigated the teaching of radiology topics via informal cooperative learning (ICL). Materials and Methods: We randomly delivered teaching via the TL or the ICL to four clinical group of thirteen third-year undergraduate medical students. The study involved eleven radiology topics throughout one academic year. For each topic, two groups underwent the TL while the other two learned via the ICL. All students underwent a pre-test at the beginning of each class, consist of One Best Answer (OBA) and Objectively Structured Clinical Examination (OSCE) to assess knowledge and skills, respectively. They subsequently underwent post-tests with another OBA and OSCE assessments at the end of class and six weeks later. Results: Students who learned from the ICL classes scored significantly higher in the knowledge assessment immediately post-teaching, six weeks later, and the overall score regardless of time. Assessments of skills showed no statistically significant difference between the two teaching methods. However, for both the ICL and TL, post-teaching scores of knowledge and post-teaching scores of skills were significantly higher than the pre-test. Conclusion: Our study provides empirical evidence on the superior competency of undergraduate radiological skills through the ICL. The findings signify the need to engineer competent doctors via innovative clinical training. The novel experience from this study better-orientate radiology teaching and contribute to the broader field of medical education, clinical practice, and patient safety.

Learning from errors? The impact of erroneous example elaboration on learning outcomes of medical statistics in Chinese medical students

BackgroundConstructivism theory has suggested that constructing students’ own meaning is essential to successful learning. The erroneous example can easily trigger learners’ confusion and metacognition, which may “force” students to process the learning material and construct meaning deeply. However, some learners exhibit a low level of elaboration activity and spend little time on each example. Providing instructional scaffolding and elaboration training may be an efficient method for addressing this issue. The current study conducted a randomized controlled trial to examine the effectiveness of erroneous example elaboration training on learning outcomes and the mediating effects of metacognitive load for Chinese students in medical statistics during the COVID-19 pandemic.MethodsNinety-one third-year undergraduate medical students were randomly assigned to the training group (n = 47) and the control group (n = 44). Prerequisite course performance and learning motivation were collected as covariates. The mid-term exam and final exam were viewed as posttest and delayed-test to make sure the robustness of the training effect. The metacognitive load was measured as a mediating variable to explain the relationship between the training and academic performance.ResultsThe training significantly improved both posttest and delayed-test performance compared with no training (Fposttest = 26.65, p < 0.001, Partial η2 = 0.23; Fdelayed test = 38.03, p < 0.001, Partial η2 = 0.30). The variation trend in metacognitive load in the two groups was significantly different (F = 2.24, p < 0.05, partial η2 = 0.20), but metacognitive load could not explain the positive association between the treatment and academic performance (β = − 0.06, se = 0.24, 95% CI − 0.57 to 0.43).ConclusionsErroneous example learning and metacognitive demonstrations are effective for academic performance in the domain of medical statistics, but their underlying mechanism merits further study.

Awareness of Adverse Drug Reactions and its Reporting among Third-year Undergraduate Medical Students.

Drug is a double-edged sword. Though important, Adverse Drug Reactions under-reporting is real and is mainly due to lack of awareness. No published research has ever evaluated the perspective of third year medical students towards Adverse Drug Reactions reporting. The objective of the study was to evaluate awareness of Adverse Drug Reactions and its reporting among Third-year Medical Students of BP Koirala Institute of Health Science. It was a descriptive cross-sectional questionnaire-based survey using google form conducted between 09/01/2020 to 09/28/2020. Any consenting third-year medical student of BP Koirala Institute of Health Science was eligible. Descriptive analysis of the data was performed using Microsoft Excel. Ethical clearance was obtained from Departmental-Research-Unit which is under IRC. Out of 80 eligible students, 79(98.75%) participated in the survey. 31.6(25%) had reported Adverse Drug Reactions. 36.7(29%) were aware of National Adverse Drug Reactions monitoring service. 12.7(10%) were aware of BPKIHS ADR monitoring. Again, 35(49.30%) were familiar with Adverse Drug Reactions to a particular drug whereas 29(40.85%) and 28(39.44%) were even familiar with Adverse Drug Reactions to a new product and Adverse Drug Reactions of serious (life or organ threatening) nature respectively. Regarding barriers to Adverse Drug Reactions reporting, 64(83.12%) were uncertain how to report; 39(50.65%) were unaware of existing National ADR system and 33(42.86) could not decide if it was an Adverse Drug Reactions. Regarding recommendations to improve Adverse Drug Reactions reporting, 73(94.81%) recommended education and training, 57(74.03%) stressed on collaboration among health professionals; 52(67.53%) said Adverse Drug Reactions reporting should be professional obligation whereas 51(66.23%) highlighted feedback from Monitoring Centers. We evaluated the awareness of Adverse Drug Reactions and its reporting among third-year medical Students of the institute which was relatively poor compared to other study population like doctors and pharmacists.

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BACKGROUND Many students attending ENT clinical postings were found to have difficulty in conceptualising the 3-dimensional (3 D) anatomy of the ear, nose and throat. Students in project-based learning (PBL) classrooms obtained higher scores than students in traditional classrooms. PBL using clay model and modelling compound have been successfully used to improve the 3 D anatomical understanding in medical students. The purpose of this study was to compare the effectiveness of PBL over lecture in the acquisition of 3 D anatomical knowledge among third-year undergraduate medical students and also to understand the student perception towards PBL. METHODS This quasi-experimental study was done at GMC, Ernakulam among 84 third-year undergraduate medical (MBBS) students who had given consent for the study. They were divided into 3 batches according to roll numbers (28 students in each). Two topics in ENT anatomy were selected. 14 students of one batch attended lecture class, while the remaining 14 attended PBL class. This was repeated for the remaining two batches. In the next week, a cross-over was given for the second topic. Pre-test and post-test for both topics were administered to all the students before and after the sessions. Feedback regarding the student perceptions about PBL was obtained. RESULTS There was a statistically significant difference between the mean of pre-test and post-test scores (p values of 0.001) in both lecture and PBL groups in both topics. The mean of pre-test scores of the lecture group and PBL in both topics did not show any significant difference. There was a statistically significant difference between the mean of post-test scores in the case of nose topic (p value 0.004). 88% of students had a favourable view of PBL as a teaching methodology. There was no statistically significant difference across the genders in their perception of the PBL as a teaching-learning method. (p value 0.314) CONCLUSIONS The study shows that both PBL and lecture brought about significant change in the knowledge level of the student. The students had a favourable opinion regarding PBL as a teaching method. However, PBL was not found to be more beneficial than conventional lecture in the acquisition of knowledge. KEY WORDS Anatomy Education; Medical Education; Project-Based Learning; Didactic Lecture.

Prevalence of Smoking among Medical Students in a Tertiary Care Teaching Hospital.

Tobacco smoking is one of the most important preventable risk factors for noncommunicable diseases. It has been seen that medical students have a higher frequency of smoking compared to the general population. This study aims to determine the prevalence of smoking among third-year medical students in a tertiary care teaching hospital in Nepal. This descriptive cross-sectional study was conducted among the hospital's third-year undergraduate medical students over a four-month period (October 2019 to January 2020). Ethical clearance was received from the Institutional Review Committee of Kathmandu Medical College and Teaching Hospital. The whole sampling technique was used to collect data. The Global Health Professional Students Survey questionnaire was used to collect data. Data analysis was done in the statistical package for social sciences. The prevalence of current smoking among selected medical students of Kathmandu Medical College and Teaching Hospital is 34 (30.1%), majority male 26 (23%). Fifty-six (49.4%) of them had ever smoked cigarettes in their life, and 27 (23.9%) had their first cigarette in late adolescence. The number of students who used other forms of tobacco was comparatively lower i.e. 6 (5.3%). Many of the students 53 (46.9%) were exposed to second-hand smoke both at home and in public, while 18(15.9) exposed only at public places, and 6 (5.3%) only at home. Our study has concluded that there is a notable prevalence of smoking among the participants. This points to the need for specific training sessions in their clinical years about smoking cessation for themselves and regarding counseling for patients.

FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.

A study evaluating effectual of knowledge, attitude and perception of undergraduate medical students towards medico-legal autopsy

Introduction: Ideally, the medico-legal autopsies have to be conducted by doctors specialized in the branch of Forensic Medicine. However, there is limited availability of forensic medicine specialists in India as compared to the number required. The bulk of the medico-legal autopsies are usually carried out by graduate doctors and not by forensic medicine specialists. This study was contemplated to know the attitude of the undergraduate medical students, about the medico-legal autopsy and to ascertain the change in their perception and attitude for autopsy, if any, after passing the Forensic Medicine subject as per their medical curriculum. Materials and Methods: Study was carried out on first, second and third-year undergraduate medical students. Questionnaires to be answered were administered to the participating medical students in physical form. SPSS statistical software was used for comparing the mean among three groups using ANOVA test. Chi-square and Fischer exact test was also used. Results: 249 undergraduate medical students took part in the study. Significant increase in knowledge for medico-legal autopsy was observed among 3rd-year medical students. On comparing mean among all the three groups regarding the knowledge, perception, experience and change in attitude for medico-legal autopsy, it was found to be statistically highly significant (p-value Conclusion: The undergraduate medical students should be encouraged to observe more autopsies during their study course. Problem-based learning during practical training of autopsy must be incorporated, as a part of the medical curriculum and instead of elective, compulsory rotatory internship training should be there for Forensic Medicine. Keywords: Autopsy, Postmortem examination, Students, Attitude.

Flipped learning: Turning medical education upside down

Flipped learning is an approach in which core teaching is delivered using online material viewed prior to face-to-face learning, applying knowledge gained from online material. Core teaching in a module for third-year undergraduate medical students was based around a 1-week course comprising 32 hours of lectures. Feedback suggested that students were poorly engaged and attendance was poor. To develop and evaluate a programme of learning for medical students using flipped learning. Core lectures were videoed and students were advised to watch online at home in the morning prior to a case-based interactive discussion session in the afternoon. Feedback was undertaken prior to and following change in delivery; changes in Likert scale feedback were assessed. Thematic assessment of free-text feedback was undertaken. Results of in-course assessment examinations were compared prior to and following change in delivery. Student feedback showed a significant improvement in satisfaction with flipped learning compared to standard lectures, both in scores and free-text feedback. Results of in-course assessments did not change between the two methods of delivery. Flipped learning can improve student satisfaction and engagement with teaching, but our study has not demonstrated an improvement in assessment scores.

The Use of Teaching Associates for Knee and Shoulder Examination: A Comparative Effectiveness Analysis

Musculoskeletal diseases and injuries are the most common cause of long-term pain and physical disability. Thus, every medical graduate should be able to perform a structured examination of the musculoskeletal system. Besides the see-one-do-one principle, other teaching methods have been proposed to be effective. The use of teaching associates offers an established, proven pathway for teaching examination skills in urology and gynecology. During the patient experience method, students are examined first, thus giving them an opportunity to feel the examination before performing it themselves. The objective of this study was to compare the efficiency of 3 distinct teaching methods for both knee and shoulder examination. The study took place during obligatory knee and shoulder examination training. Participants received basic training, including a demonstration of the structured examination by a specialist in trauma surgery. Afterward, group 1 examined each other under professional supervision; group 2 students examined the teaching associates, followed by mutual examinations; and group 3 students were each examined by the instructor, followed by mutual examinations. The acquired competence was assessed in 5-minute practical assessments directly after training and again 5 weeks later. The study was conducted at the medical faculty of Goethe University, Frankfurt, Germany. Study participants were third-year undergraduate medical students completing their obligatory 3-week surgical training. One hundred and forty-four students [group 1 (N = 53), group 2 (N = 46), and group 3 (N = 45)] participated in the first measurement, 92 students in the second measurement of the study. Directly after the training, group 2 and group 3 performed significantly better than group 1 regarding overall score (p < 0.001) and all 4 checklist parts (p < 0.001). At the second measurement, group 2 performed significantly better than group 1 regarding shoulder examination (p = 0.003) and significantly better than group 3 (p = 0.025) regarding knee examination. The use of a teaching associate and the patient perspective can increase students' performance in knee and shoulder examinations.

Influence of critical thinking disposition on the learning efficiency of problem-based learning in undergraduate medical students

BackgroundProblem-based learning (PBL), a pedagogical approach, is widely accepted in medical education. Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive.MethodsOne hundred two third-year undergraduate medical students at Peking University were involved in this study. A Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) was used to assess the CT disposition, and the performance scores of students in PBL tutorials were compiled. A parametric bivariate correlation analysis was performed between the students’ CT scores and their PBL average scores. The PBL scores were compared between the strong and weak CT disposition groups using independent t-test. The analysis of numerical data was conducted using SPSS 16.0.ResultsCT disposition of third-year undergraduate medical students at Peking University was at a positive level, with an average score of 297.72. The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly. In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition. The performance of these two groups was significantly different in the Late-Half but not in the Early-Half PBL tutorials. Furthermore, a significant improvement was observed in the students with strong CT but not weak CT dispositions.ConclusionCT disposition positively correlates to a students’ PBL performance. Students with stronger CT dispositions perform better in the PBL process and obtain higher scores. Our work suggested that the open-mindedness of the CT disposition is the primary factor that determines the improvement of the preparation dimensions in the PBL process.

Impact of a week-long rehabilitation medicine posting on third-year medical students’ rehabilitation knowledge and attitudes

Rising rates of disability have increased the need for rehabilitation. In Singapore, like many countries, a shortage of Rehabilitation Medicine Physicians exists. Knowledge and awareness of rehabilitation principles, concepts and work are often poor. One reason could be inadequate exposure or teaching during undergraduate medical school. Since 2016, third-year undergraduate medical students from Yong Loo Lin School of Medicine (YLLSoM), Singapore, had been given a mandatory structured one-week Rehabilitation Medicine posting at Tan Tock Seng Hospital, Rehabilitation Medicine Department. This paper aims to study the impact of a week-long rehabilitation medicine posting on third-year medical students’ rehabilitation knowledge and attitudes. The students were administered a Multiple-Choice Questionnaire (MCQ) before commencement and after completion of the week-long rehabilitation medicine program. Correct responses to the questionnaire were only discussed at the completion of the course. The students were posed additional personal response questions following the course. This is a retrospective study of the responses to the MCQ and post-course personal response questions. There were 72 out of 78 completed questionnaires. Only 67% were aware that Rehabilitation Medicine exists as a specialty prior to commencement of the program. After going through the course, 98.6% had improved MCQ scores, with a 23.2% gain in mean score at post-course testing. Following course completion, all the students were in agreement that Rehabilitation Medicine merits recognition as a clinical specialty. And 76.4% would consider Rehabilitation Medicine as a career. Having a structured and standardized Rehabilitation Medicine Posting in undergraduate medical curriculum does improve the knowledge and awareness of the Rehabilitation Medicine discipline amongst the medical students. Given the rising relevance of rehabilitation in current and future medical practice, due consideration should be given to making the topic a significant component in Singapore's undergraduate medical education.

Using action learning sets to support students managing transition into the clinical learning environment in a UK medical school

ABSTRACTThis paper reports on a Curriculum Innovation Project to empower third-year Undergraduate Medical students to recognise learning opportunities in their clinical placements and to proactively use them to develop their understanding and practice. The project created action learning sets (ALS) in response to the challenges students face when trying to engage in work-based learning. In particular, how changes to clinical working patterns affect student learning, principally their participation within clinical teams. Learning sets were conducted in 2 teaching hospitals, involving 20- year, 3 medical students over a 10-week period. The students met for one and a half to two hours each week and between meetings engaged in agreed activities and reflections. The project was independently evaluated using student interviews triangulated with facilitators’ systematic reflections on the sessions and student written reflections. ALS were found to provide a valuable and atypical approach to support students through the transition from Academic to Clinical learning settings and lay the foundations for a lifelong learning practice. This included supporting students to ask effective questions, develop participation in practice, present and identify themselves as emergent professionals, reflect upon and manage critical incidents and engage in both self-directed and collaborative learning.

A day in the life of third-year medical students: using an ethnographic method to understand information seeking and use.

ObjectiveThe authors undertook this project to learn how third-year medical students seek and use information in the course of daily activities, especially activities conducted in clinical settings in a variety of institutions.MethodsWe recruited sixty-eight third-year undergraduate medical school students to create a mapping diary of a day that included clinical activities. We conducted semi-structured interviews based on the mapping diaries. Using content and thematic analyses of the resulting interview transcripts, we developed an ethnographic case study for each participant.ResultsIn the studied sample, we identified a broad range of information resources used for personal, clinical, and educational use. Participants relied heavily on technology throughout their day, including desktop computers, smart phones, handheld tablets, and laptops. Time management was a pervasive theme in the interviews, with participants squeezing in time to study for exams wherever and whenever they could. Selection of a particular information resource or technology to use was governed largely by the convenience of using that resource or technology. When obstacles were encountered, workarounds might be sought, but in many cases, the resource or technology would be abandoned in favor of a more convenient solution. Convenience was also a consideration in choosing spaces to use for clinical duties or for study, with specific considerations of available technology, proximity to clinical areas, and security for belongings contributing to choices made.ConclusionsSome of our results align with those of other recent studies of information use among medical students, residents, and practicing physicians. In particular, the fast-paced clinical setting favors use of information resources that are fast and easy to use. We demonstrated that the methods used are suitable to better understand clinicians’ discovery and use of information.