Views Of Medical Students Research Articles

Importance of the human cadaveric dissection for learning anatomy by the first year MBBS students – An observational study

Medical as well as paramedical students are first exposed to the subject of Anatomy and cadaveric dissection during commencement of their studies. The cadaveric dissection is said to be an essential component to the anatomy curriculum. In recent times, with advancing technologies newer methods of learning anatomy have also been introduced. The objective of the present study was to evaluate and understand the approach, understanding and views of the first year medical students towards the cadaveric dissection as well as its impact. This study was conducted on a cohort of the first year medical student, where a total of 324 students of first year MBBS were recruited and circulated a preset proforma of questions in the form of two separate questionnaires. The responses of the students were recorded and analyzed. It was observed that 97% of the students considered the cadaveric dissection an integral part of the anatomy curriculum. Majority of them were of the view that newer technologies are not superior to the traditional dissection. Various symptoms were found to be less prevalent amongst the students which could be the result of prior counseling. Cadaveric dissection remains an inseparable part of the first year anatomy curriculum. Students are of view that it is the best method to learn anatomy. Newer methods to learn anatomy could be additional aids to facilitate the anatomy learning, but cannot replace cadaveric dissection. Practice of counseling of the students before the first exposure to cadavers eases the emotional and physical impact up to a great extent.

The Views of Medical Faculty Students in Turkey Concerning the COVID-19 Pandemic.

The aim of this study was to elicit the views of medical faculty students regarding the COVID-19 pandemic. This descriptive study was performed with Ondokuz Mayıs University Medical Faculty students on 24–27 March, 2020. The Medical Faculty currently has 2051 students. A questionnaire was used as a data collection tool. For that purpose, the authors designed a questionnaire specifically for this research via the “Google Forms” web. This consisted of 40 open- and close-ended questions. The questionnaire was completed by 1375 (67.1%) students. Accordingly, 52.4% of medical students reported feeling mentally unwell. Although 50.8% of medical students reported generally/usually obtaining information about COVID-19 through the social media, 82.0% did not trust information/messages arriving through the social media and WhatsApp. We found that 86.7% of students regarded frequent hand washing as the most important means of protection against COVID-19, and 19.3% of students did not regard the COVID-19 pandemic as a severe public health problem for Turkey at that moment. In addition, 61.6% of students stated that a suppression strategy involving tight restrictions need to be applied to being the pandemic under control in Turkey. Use can be made of medical students in the transmission of accurate information during the COVID-19 pandemic. Students can be excellent activists on these subjects in countries in which medical education is suspended. Measures therefore need to be taken concerning the transmission of up to date and accurate information to medical students.

The Status of Providing Feedback in Clinical Education from the Perspective of Medical Students in Pediatric Department of Bushehr University of Medical Services, Bushehr, Iran

Background: Clinical education is the foundation of medical science education and one of the most important criteria of professional education, which plays an important role in consolidating students’ learned materials. The aim of the present study was to evaluate the views of general medical students on the provision of feedback in clinical education in the pediatric department. Materials and Methods: The present cross-sectional study was performed in the Pediatric Department of Shohadaye- Khalije-Fars Educational Hospital of Bushehr University of Medical Sciences in 2019. Conesus sampling was used to select 58 general medical students spending their internship and apprenticeship in the Pediatric department. Data collection was carried out using baseline characteristics and the standard 21-item feedback questionnaire. Medical students were asked to indicate the importance of the feedback they received during their clinical education in the pediatric department on four-point Likert scale. Data were analyzed using SPSS software version 16.0. Results: 58 general medical students of Bushehr University of Medical Sciences participated in the present study. Twenty-eight (48.2%) of the general medical students were interns, 30 (51.8%) were apprentices, and 35 were female participants (n=60%). Most of the students believed that feedback was as expected (50.1 7%), clear (43.1%), fair (36.2%), and useful in correcting their attitude (44.8%), performance (46.6%), and behavior (39.7%). Majority of the participants received positive feedback (65.5%). Apart from propositions items 20, 10, 8, and 4, majority of medical students have selected Often as an option to answer the remaining statements. Conclusion More than half of the general medical students were satisfied with the feedback they received during their clinical education in Pediatric department.

Language barriers to studying medicine in English: perceptions of final-year medical students at the Arabian Gulf University.

English is the language of instructions in many medical schools in the Arab world. Its use may create a language barrier and adversely affect an individual's learning and later professional life. This study examined the views of final-year Arab medical students of a language barrier and its effect on their learning and academic performance, and their language preference for medial education. All final-year medical students (n = 142, 62% females) at the Arabian Gulf University, Bahrain, were invited to respond to a self-completed questionnaire. Differences in responses according to English proficiency and sex were assessed. Of the 142 students, 99 (70%) responded. Most students did not feel a language barrier irrespective of their proficiency in English (P = 0.088). Most respondents did not think that language issues made studying more difficult, although there was a significant difference in responses between students considered proficient in English and those less proficient (P = 0.005). Most students (82%) were not aware or were not sure of medical terms in Arabic, but 66% were confident that they would be able to communicate with patients in Arabic. About half of the students (51%) supported medicine being taught only in English and 36% supported teaching in Arabic and English. Most students thought that learning in English did not affect their academic learning and performance. However, a good proportion supported being taught medicine in Arabic and English.

Saudi medical students' views on obstetrics and gynecology as a future career specialty.

Background:The specialty of obstetrics and gynecology is showing a widening gap between the vacant positions and the number of applicants as reported by the Saudi Commission for Health Specialties (SCFHS). This study was conducted to explore the medical students’ views on obstetrics and gynecology as a future career and identify factors influencing these views.Methods:An observational survey was conducted on 148 medical students in years 5 and 6 at Jazan University between June 2019 and July 2019. Participants completed a self-report online questionnaire covering their sociodemographic details, interest in obstetrics and gynecology, and views on the specialty.Results:Overall, obstetrics and gynecology was selected as the first specialty choice by 8.8% and second choice by 17.6%. Intention to take a career in obstetrics and gynecology was associated with female sex (P = 0.01). While over half of the participants emphasized the merits of obstetrics and gynecology as exciting, interesting, and challenging, over 40% viewed the specialty as stressful, over one-third described it as demanding, and over one-quarter appreciated its riskiness.Conclusion:This study showed that 8.8% of the respondents chose obstetrics and gynecology as their first career choice. Sex was the only factor influencing the views of medical students on the specialty, with more females favoring the specialty than males. To improve its appeal, students should be supplied with more information about the specialty and its training opportunities, as well as exposure to areas of special interest.

Views of emergency medical care students on the value of simulation for achievement of clinical competence

Background. Simulation is a commonly used method for clinical learning and assessment in the health sciences. However, despite technological advancements, we are unable to perfectly simulate the appearance and behaviour of real patients, including the stressors, distractions and surroundings commonly encountered in the authentic clinical environment. In South Africa, simulations are used extensively in the education and training of emergency care practitioners (ECPs). Objective. To investigate and describe the views of ECP students regarding the value of simulation v. four other learning methods in preparing them for real-world practice. Methods. ECP students ( N =79) completed a purposefully designed questionnaire. A Likert scale was used to obtain participants’ views on how well simulation ranks compared with theoretical lectures, tutorials, inhospital and prehospital work in preparing them for clinical practice. Results. Participants valued simulation as an educational tool. Simulation was ranked as the best method for teaching clinical assessments and procedures and came second only to the real clinical environment for teaching clinical decision-making. Simulation was ranked third, after theoretical classes and prehospital shifts, with regard to learning to take a history and identify life-threatening conditions. Conclusions. ECP students view simulation as a valuable learning method to manage incidents, conduct clinical assessments, perform procedures and make clinical decisions. Simulation, however, has limitations and was seen as less suited for teaching history-taking and identification of life-threatening conditions. Further research is needed to determine the ideal blend of simulation with other pedagogies in the education of ECP students.

A Response to the Views of Medical Students Towards Learning Communication Skills from Chitwan Medical College [Letter

A Response to the Views of Medical Students Towards Learning Communication Skills from Chitwan Medical College [Letter

How medical professional students view older people with dementia: Implications for education and practice.

BackgroundHealthcare professionals’ attitudes to older people, and especially those living with dementia, may contribute to unsatisfactory healthcare. Despite repeated calls to address increasing need, training an adequate geriatric workforce remains an international concern. Of particular concern are the attitudes and knowledge healthcare workers may hold about people living with dementia. Students’ knowledge of dementia has been found to be low at the beginning of their university education and has shown limited improvement throughout their coursework; greater understanding of students’ attitudes to ageing and dementia, upon entry and throughout their degrees, may help inform targeted educational interventions to improve the healthcare delivered to older people.MethodsThis study measured knowledge of and attitudes toward dementia and ageing in an Australian university student sample (n = 183), comparing students from medical professional versus non-medical professional related fields at both undergraduate and postgraduate levels. We examined diagnostic and prognostic biases through age manipulation of a vignette describing a hypothetical patient (aged 42 or 72 years), who was experiencing symptoms that were consistent with DSM-5 criteria for both dementia and depression. Based on information provided in the vignette, student participants were asked to select a primary disorder that they would assign to the patient.ResultsShowed that while medical professional students held significantly more positive attitudes toward ageing than 'other' students, average attitudinal scores indicated neutrality. Medical professional students indicated a diagnostic bias toward the older vignette patient, who was more likely to be diagnosed with dementia than depression. A history of geriatric-specific training did not predict dementia knowledge; however, having prior contact with people with dementia predicted both dementia knowledge and more positive prognoses.ConclusionsOverall, findings indicated medical professional students held neutral attitudes towards older people and showed deficits in knowledge of dementia. Educational interventions that introduce students to people living with dementia may improve knowledge, skills, and attitudes. All university students would benefit from education about dementia and inclusivity to reduce stereotyping and stigma.

Medical student views of and responses to expectations of professionalism.

To earn society's trust, medical students must develop professional values and behaviours via a transformative process, from lay person to doctor. Yet students are expected to epitomise the values and behaviours of a doctor from the outset of medical school, leading them to feel 'judged all the time' (in terms of their professionalism). Our aim, therefore, is to extend knowledge exploring the expectations communicated to and perceived by medical students and to provide a conceptually framed understanding of students' associated emotional tensions. We used a qualitative exploratory case study methodology within a constructivist paradigm to explore the messages communicated about professionalism and students' perceived expectations of professionalism in one medical school. Data were collected in the form of: (i) regulatory and medical school documents, and (ii) focus groups with 23 participants in their first 2years at medical school. We used thematic analysis for data interpretation and two theoretical lenses, Amalberti etal.'s framework of system migration for health care and Sinclair's adaptation of Goffman's dramaturgical theory, to critically analyse the results. We found messages and perceived expectations of knowledge and competence, and the need to ensure trust. We also identified that the expectations of patients, doctors, society, family and friends are just as, if not more, influential than policy and regulatory expectations for early years' medical students. Moreover, we found tensions, with students feeling that the expectations of them from others were unrealistic for their level of training. With this came a sense of pressure to meet expectations that participants responded to by acting as if already competent. Our findings suggest that external forces (expectations) drive early years' students to act as if competent. Although this is part of student identity formation it could also have implications for patient safety and therefore necessitates recognition and support from educators.

A questionnaire survey of first-year graduate-entry medical students’ perception of obstetrics and gynaecology as a future career speciality

The aim of this study was to explore the perceptions of first-year graduate-entry medical students of Obstetrics and Gynaecology, to enhance its appeal to them during their attachments in the speciality in later years, in the hope of increasing their recruitment into it. Seventy-seven questionnaires were returned out of 147 distributed over two academic years (52.38% response rate). Three (3.9%) would consider the speciality as first career choice and 38 (61.3%) would consider it as a second option. Although over a fifth perceived the demerits of the speciality, more than half endorsed its merits, which showed the need to address their concerns and harness their enthusiasm. Being a female was the only factor found to be significantly associated with choosing the speciality as a career (p < .001) and male respondents reported barriers, which need to be addressed. A bias towards Obstetrics was noted, which may reflect a focus on the Labour Ward during their attachment and necessitate broader exposure. As students may have pre-conceived ideas early in their studies, selection of applicants may become important for better recruitment.IMPACT STATEMENTWhat is already known about this subject? The perception of third- and second-year graduate entry medical students of the speciality of Obstetrics and Gynaecology is biased towards Obstetrics, and they have apprehensions about the challenges of training and working in it.What do the results of this study add? The views of first-year graduate-entry medical students were broadly consistent with the views of their second and third year colleagues, indicating that they have pre-conceived views that need to be addressed early, though they were receptive of some merits, which showed need to harness their enthusiasm.What are the implications of these findings for clinical practice and/or future research? More effort and research are required to improve the perception of the speciality from entry to Medical School, and even student selection.

The Status of Providing Feedback in Clinical Education from the Perspective of Pediatric Residents and Medical Students at Mashhad University of Medical Sciences, Iran

Introduction: Feedback is a conscious, unbiased, and objective evaluation of performance in order to improve clinical skills, not to assess students' personal talents and values. This study aims to compare the views of pediatric residents and general medical students at Mashhad University of Medical Sciences regarding method of providing feedback in clinical education.Method: This cross-sectional study was conducted in the pediatric ward of hospitals affiliated to Mashhad University of Medical Sciences in 2018. The census method was used to select 35 pediatric residents and simple random sampling method was used to select 35 general medical students who had completed internship and apprenticeship. Data collection was carried out using a standard 21-item feedback questionnaire. Pediatric residents and general medical students were asked to identify the importance of feedback received during their clinical education using a 4-point Likert scale.Results: The majority of residents believe that feedback was only sometimes expected (27.1%), clearly and explicitly outlined (17.1%), fair (21.4%), and useful in correcting their attitude (18.6%), performance (17.1%), and behavior (27.1%). Majority of general medical students believed that clear, explicit (24.3%) feedback was related with their future career (14.3%) and most of them received positive feedbacks (20). Apart from propositions items 20, 18, and 17, most medical students and residents have selected the Often and Sometimes options, respectively to respond to items.Conclusion: Pediatric residents were less satisfied with the feedback received during the clinical education as compared to the general medical students.

World Mental Health Day 2018, but how aware are medical students?

With the recent global interest in mental health, there has been an increase in the number of people coming forward to discuss the once frowned upon illness. It is true that some progress has been made in terms of establishing an equal footing within the health and social care landscape with the help of various campaigns. However, there is still much work to be done with regards to removing the stigma of mental health within the healthcare sector itself. It is no surprise that mental illness statistics are significantly higher amongst medical practitioners due to the high-stress nature of their jobs, yet it is believed to be under reported. Interestingly, there is emerging evidence that physician burn out stems early in their careers whilst in medical school, suggesting areas that need improvement in medical education with regards to how medical students view and handle mental illness. As such, two issues have been identified and discussed here - the stigmatisation of mental illness whilst in medical school and the underemphasis of mental illness as compared to other physical health problems in medical education. It is hoped that discussing these issues can help stimulate subsequent positive changes.

A Qualitative Study of New York Medical Student Views on Implicit Bias Instruction: Implications for Curriculum Development.

For at least the past two decades, medical educators have worked to improve patient communication and health care delivery to diverse patient populations; despite efforts, patients continue to report prejudice and bias during their clinical encounters. Targeted instruction in implicit bias recognition and management may promote the delivery of equitable care, but students at times resist this instruction. Little guidance exists to overcome this resistance and to engage students in implicit bias instruction; instruction over time could lead to eventual skill development that is necessary to mitigate the influence of implicit bias on clinical practice behaviors. To explore student perceptions of challenges and opportunities when participating in implicit bias instruction. We conducted a qualitative study that involved 11 focus groups with medical students across each of the four class years to explore their perceptions of challenges and opportunities related to participating in such instruction. We analyzed transcripts for themes. Our analysis suggests a range of attitudes toward implicit bias instruction and identifies contextual factors that may influence these attitudes. The themes were (1) resistance; (2) shame; (3) the negative role of the hidden curriculum; and (4) structural barriers to student engagement. Students expressed resistance to implicit bias instruction; some of these attitudes are fueled from concerns of anticipated shame within the learning environment. Participants also indicated that student engagement in implicit bias instruction was influenced by the hidden curriculum and structural barriers. These insights can inform future curriculum development efforts. Considerations related to instructional design and programmatic decision-making are highlighted. These considerations for implicit bias instruction may provide useful frameworks for educators looking for opportunities to minimize student resistance and maximize engagement in multi-session instruction in implicit bias recognition and management.

Role of basic sciences in making of a clinician: Perspectives of medical students from North India.

BACKGROUND:Advances in scientific research necessitates updating of the curriculum and the Medical Council of India now Board of Governors have proposed a new competency-based undergraduate curriculum for the Indian Medical Graduate. The authors wanted the views of medical students about basic sciences teaching in the form of feedback, their perceptions and attitudes toward the basic sciences and their opinions about the relevance of these subjects, and finally any ideas about improvement in teaching of basic sciences.MATERIALS AND METHODS:The present cross-sectional study was conducted in two medical colleges of Northern India and 250 medical students from each medical school were the study participants. Students of the 1st year were not included, but interns were included. A pretested questionnaire having twenty questions with answers in the form of “yes” and “no” was used. Chi-square was the test of significance.RESULTS:Almost all the participants considered the basic sciences as an integral part of medical curriculum and a higher number of Government Medical College respondents opined that their knowledge made it easier to understand clinical subjects (P < 0.05). However, higher proportion of ASCOMS (Acharya Shri Chandra College Medical Sciences) of respondents emphasized that the focus should be on clinical subjects and that current student–teacher ratio be increased (P < 0.05). Majority of the respondents labeled Anatomy having the immense syllabus, while Physiology was designated as more relevant and having a better recall during clinical discourse (P > 0.05).CONCLUSION:Basic sciences lay strong foundation for subsequent clinical learning. Medical education is best taught with hybrid use of lectures, tutorial, group discussions, audio-visual aids, and integrated teaching. The new proposed competency-based curriculum and the Attitudes, Ethics and Communication Module are likely to improve the overall medical education and health-care scenario.

Стигма и дискриминация в отношении людей, живущих с ВИЧ: взгляд студентов-медиков

Стигма и дискриминация в отношении людей, живущих с ВИЧ: взгляд студентов-медиков

The Perception of Medical Students Regarding the Approach to Obesity as a Priority

Obesity is a chronic disease and increasing incidence, studies reveal that treating and preventing seven of the top 10 killer diseases. Although much is published about the theme, there is a degree of ignorance on the part of the medical community about the treatment of obesity and its impact on chronic diseases. The present work investigated the medical student's view of the impact of obesity as a priority when dealing with related comorbidities. A survey was conducted, assessing the medical student's perception of the patient with obesity. Of a total of 377 students, 267 (70.82%) stated that other diseases such as diabetes and hypertension should be prioritized when evaluating the obese patient, while 110 (29.17%) stated that obesity should be prioritized. Based on the outcomes presented, it can be concluded that the perception of medical students regarding obesity approach still shows a predominance opinions that other diseases should be a priority over obesity.

Psychological determinants of professional and personal medical students’ growth: resources and development risks

The paper shows the main vectors of development of professional success of medical specialists in the context of modernization of modern medical practice. Based on the results of the analysis of modern requirements in the doctor as a subject of professional activity, psychological markers of its success are allocated. The article analyzes professionally significant personal qualities that act as internal determinants of successful professional activity of a modern doctor: moral, socio-psychological, emotional-volitional, as well as characteristics that act as markers of subjectivity formation: moral qualities, socio-psychological qualities, emotional-volitional qualities that allow to form and develop a competent style of professional behavior. The role of self - knowledge, reflection and professional self-consciousness of medical students in the effectiveness of their professional and personal growth and development of competence is shown. Based on the analysis of the results of empirical research, the article describes the content features of the views of modern medical students regarding the determinants of professional success, resources and risks of their development, shows the features of the severity of a number of psychological characteristics of modern medical students. The conceptual scheme of formation of psychological determinants of professional and personal growth of medical students is presented.

Introduction of an academic internship in Ireland: views of undergraduate medical students.

A combined academic and clinical training programme for junior doctors in Ireland, the academic track for internship, has recently been launched. The academic track offers newly graduated doctors protected time within the working week to undertake a research project in addition to funding, an academic supervisor, and additional training in research skills. This study seeks to investigate the views of undergraduate medical students. The study population was undergraduate medical students at Trinity College Dublin in their penultimate year of study. An online questionnaire was designed and disseminated via a gatekeeper. Descriptive statistics were used to carry out data analysis on students' responses. The response rate was 50/203 (24.6%). All respondents indicated that protected time would be 'very important' or 'important'. The most frequently cited reason for participating in the academic track was 'To progress my career in a particular specialty' (28/42). The most frequently cited anticipated achievement was research publication (39/42). The most common response when asked what concerns (if any) students had about participating in the programme was 'I am not sure I could achieve all the clinical competencies of an intern in addition to research' (58%). There was a significant interest in the academic track for internship, and it is perceived by students as being of benefit to their careers. The value of protected time and an academic supervisor were recognised, and a research publication was the most frequently cited anticipated outcome. The data gathered in this questionnaire will help inform curriculum development and the identification of suitable learning outcomes.

The value of mobile tablet computers (iPads) in the undergraduate medical curriculum: an Imperial College medical student view.

The value of mobile tablet computers (iPads) in the undergraduate medical curriculum: an Imperial College medical student view.

Views of medical students on anatomy education supported by plastinated cadavers

Objectives: The purpose of this study was to assess the awareness of medical students who receive education with anatomic plastinated cadavers and determine their views on the education model that is provided to them. Methods: This study was performed on ‹stanbul Medeniyet University first (n=150) and second (n=190) semester volunteer medical students (n= 340). Data were collected using questionnaire that consisted of 27 closed-ended questions. Results: 68.8% of the students did not have any knowledge about fixation methods, while 47.4% did know about plastination. 60.2% of the students believed that the anatomy education provided with plastinated cadavers had a positive effect on their anatomical knowledge. 39.4% of the students believed the anatomy education provided with plastinated cadavers affected their theoretical anatomy exam success positively. 60.8% of the students believed that anatomical structures were sufficiently represented in three dimension in the plastinated cadaver. 76.2% of the students described the system where the anatomical structures could be seen most easily as the musculoskeletal system, and 50% described most difficulty as neuroanatomy. Conclusion: We believe that the data of this study will benefit the studies that will assess the effectiveness of plastinated cadavers in anatomy education.