Way For Medical Students Research Articles

Teaching Population Panel Management: A Patient Outreach Activity in a Family Medicine Clerkship.

The delivery of population health education in medical school can be challenging. We developed a patient outreach activity for third-year students to teach them the role of population panel management in primary care. The family medicine undergraduate medical education and population health teams collaborated to develop an educational patient outreach toolkit. After an orientation, family medicine clerkship students were assigned to call patients on their faculty adviser's patient panel to discuss care gaps and identify barriers and potential strategies to improve care. After the experience, students completed reflection questions, which we analyzed. From February to August 2022, 82 third-year medical students participated in the patient outreach activity during their 6-week clerkship. Of the 1,235 total attempted calls, 24% of the patients scheduled their appointments afterward. After analyzing the reflective student feedback, we identified six main takeaways, which focused on the importance of population health, the identification of barriers to care, positive and negative feelings that students experienced when making calls, student self-identified areas of growth, and the fragmentation/inefficiency of the health care system. An opportunity exists to continue to teach students about how to communicate with patients about their health and how to address and improve social determinants of health. This curricular activity can be a step toward efforts to align population health and clinical practice and a way for medical students to add value by educating patients.

Virtual Surgical Shadowing for Undergraduate Medical Students: A Pilot Program

Background: Due to the COVID-19 pandemic, inperson physician shadowing has been restricted at many medical schools throughout Canada. We sought to address this gap by introducing a novel virtual shadowing experience to expose medical students to surgical specialties, and to assess possible improvements in the quality of delivering medical education. Methods: In compliance with the Health Insurance Portability and Accountability Act, two cameras were placed in an operating room to stream surgical procedures live to medical students. A survey was then distributed after the shadowing experience. Results: Ten medical students attended the 2.5-hour virtual surgical shadowing experience and nine provided feedback through a survey. The survey consisted of six Likert scale questions and two short-answer questions. Participants scored an average of 4.6±0.52 for the technology being conducive to their learning; 4.7±0.50 that the session met their learning objectives; and 4.8±0.44 regarding the knowledge and skills gained being useful for clerkship. Areas of improvement included improved camera quality (n=3) and the provision of case information prior to the sessions (n=4). Discussion: The virtual surgical shadowing program enabled students to effectively and reliably observe surgical procedures in real time, whilst engaging and communicating with the surgeons. Encouraging survey responses demonstrated the positive potential for future iterations of similar observerships in other surgical specialties, and as a means of improved medical education. Conclusion: Virtual surgical shadowing is a promising and innovative solution to limitations of in-person observerships, providing a secure and accessible way for medical students to explore surgical specialties.

Comparing the Diagnostic Utility of Conventional Direct Ophthalmoscopy with Smartphone Ophthalmoscopy among Medical Students.

Purpose To compare the diagnostic ability of medical students using smartphone ophthalmoscopy (SO) with conventional direct ophthalmoscopy (DO). Methods Twenty-eight first- and second-year medical students were trained to use the SO and DO. They also attended educational seminars regarding optic nerve and retinal pathology and were given hands-on practice with each ophthalmoscopy method. Students were randomized 2:1 into one of the groups (DO or SO). Students then examined six patients and recorded their findings, ease of use, and confidence level on a questionnaire. Two attending ophthalmologists, masked to the randomization, graded the student questionnaires. A priori power calculation determined the sample size. The primary outcome measure was the percentage of correct diagnoses the students made. Two-sample t -test, Wilcoxon's rank-sum test, and Fisher's exact test were used to compare the outcomes. Results Students using the SO outperformed students using DO in terms of mean percent correct (% correct) diagnosis (smartphone: 42% vs. direct: 23%; p -value = 0.0057), mean % correct photo match (smartphone: mean = 60% vs. direct: 32%; p -value = 0.0052), and mean % correct nerve/retinal descriptors (smartphone: 72% vs. direct: 59%; p -value = 0.0048). There was not a significant difference in terms of perceived ease of use (smartphone: mean = 3.3 vs. direct: mean = 2.6; p -value = 0.0945), or subjective confidence (smartphone: mean = 2.6 vs. direct: mean = 2.1; p -value = 0.0808) between the two groups. Conclusion SO provides an alternate way for medical students to learn, diagnose, and describe ocular pathology.

Discussion on the Standardized Training Process of Professional Degree Postgraduate of Clinical Medicine under the Dual-Track Integration Mode

The standardized training of residents is the only way for medical students to start clinical medical work and is also an important measure for the Chinese education department to foster clinicians with good professional ethics, solid medical knowledge, and clinical skills. Through standardized training of residents, a resident physician can diagnose and treat the common diseases independently and normatively in his related major. As a group of people who intend to engage in clinical medical work, postgraduate students in clinical medicine need to receive standardized training for resident physicians while receiving postgraduate education. Now, we will discuss that problems existing in the training process of postgraduates of clinical medicine master’s degree about course schedule are scattered, training of skill operation isn’t comprehensive, training of residents’ first diagnosis is not consummate, pressure in life and spirit is really high. And through optimizing course settings, improving procedures in the standardized training of residents, improving the role of tutors, and letting students learn and summarize on their own, we can improve the training process in our school.

Ophthalmology Services at Student-Run Free Clinics: A National Survey

ImportanceStudent-run free clinics (SRFCs) primarily service the uninsured and are a unique way for medical students to gain hands-on exposure to ophthalmology. The free clinic model takes many different forms- some with episodic and longitudinal models-- and this is mirrored in corresponding eye services. ObjectiveTo describe SRFC ophthalmology services nationwide. DesignThis was a telephone survey study administered from June through July of 2018. SettingThis study surveyed medical school SRFC clinics across the United States. ParticipantsSurvey request was sent to 19 SRFCs previously identified as having ophthalmology services via internet search. Fourteen SRFCs (73%) participated; participants were either student clinic leaders or medical directors. One respondent no longer had a distinct eye clinic so was excluded from relevant results. Main Outcome and MeasureCharacteristics of ophthalmology SRFCs including participants, frequency of sessions, common diagnoses treated, and challenges encountered were assessed through this survey. ResultsOn average, each SRFC provided 5.15 hours per month of ophthalmology services. The mean number of medical students involved per session was 8.7. Lack of infrastructure to ensure adequate patient follow-up and faculty recruiting were cited as the main challenges in providing ophthalmology services. Most SRFC leaders indicated exposure to ophthalmology and practice with the exam as the main experiences that students sought and achieved. The most common conditions treated were refractive error (92.3%) and diabetic retinopathy (69.2%). ConclusionThere are a small number of SRFCs that have ophthalmology services, and they share common features in terms of participants, staffing, and, barriers to sustainability. Ophthalmology services at SRFCs offer a unique venue for medical students to gain exposure to an under-represented field in medical school curricula. The growth of this critical venue for medical student training could be enhanced by recruitment strategies aimed at ophthalmology faculty with a strong interest in service and teaching.

Introduction to the use of a laparoscope for medical students

Handling the laparoscope during a laparoscopic case is an ideal way for medical students to be involved in the operating room. However, it takes practice to learn how to use laparoscopic equipment safely and effectively. This is a brief introduction to the components and proper handling of a laparoscope for medical students, so that they can learn how to best aid their surgical teams and patients during laparoscopic cases.

Research on Teaching of Basic Surgery

<p>Doctors are scarce resources in society, so strengthening medical education and improving ability of medical staff are important contents of the whole society. Surgical training is an important part of basic surgical teaching and a way for medical students to become qualified surgeons. Therefore, this article focuses on the operation training in the teaching of basic surgical science, and discusses the teaching problems and teaching strategies.</p>

Study on the characteristics and management measures of "unit personnel" and "intra-industry social personnel" in standardized residency training

Standardized residency training is the only way for medical students to grow into clinicians. At present, the number of under training residents in China has reached 190 000 (excluding specialized degree graduate students). It is very important to manage each stage of this training well, which is an guarantee for improving the effect of standardized training. The residents who attend the training are composed of unit and intra-industry social personnel, and after standardized and homogenized training, the two types of students have officially become the new force in the medical industry after passing the final examination. In order to do a good job in the management of standardized residency training, to achieve fine management at all stages, this paper focuses on the differences between the two types of students, analyzes in detail the characteristics of these two types of students in the recruitment, training and welfare guarantee stages. Unit are given the security, supervision and containment of the original unit, while due to the pressure of job-hunting and the uncertainty of future welfare, intra-industry social are equipped with more initiative. Based on advanced management experience in Beijing, Shanghai, Sichuan and Tianjin, this paper aims to summarize the key points in management of the two types of students in training, propose countermeasures to the difficulties in management, innovative management solutions, and provide reference for the optimization management of standardized residency training. Key words: Standardized residency training; Unit personnel; Intra-industry social personnel

Integration of leadership training into a problem/case-based learning program for first- and second-year medical students.

PurposeThe evolution of health care systems in response to societal and financial pressures has changed care delivery models, which presents new challenges for physicians. Leadership training is increasingly being recognized as an essential component of medical education training to prepare physicians to meet these needs. Unfortunately, most medical schools do not include leadership training. It has been suggested that a longitudinal and integrated approach to leadership training should be sought. We hypothesized that integration of leadership training into our hybrid problem-based learning (PBL)/case-based learning (CBL) program, Patient-Centered Explorations in Active Reasoning, Learning and Synthesis (PEARLS), would be an effective way for medical students to develop leadership skills without the addition of curricular time.MethodsWe designed a unique leadership program in PEARLS in which 98 medical students participated during each of their six courses throughout the first 2 years of school. A program director and trained faculty facilitators educated students and coached them on leadership development throughout this time. Students were assessed by their facilitator at the end of every course on development of leadership skills related to teamwork, meaningful self-assessment, process improvement, and thinking outside the box.ResultsStudents consistently improved their performance from the first to the final course in all four leadership parameters evaluated. The skills that demonstrated the greatest change were those pertaining to thinking outside the box and process improvement.ConclusionIncorporation of a longitudinal and integrated approach to leadership training into an existing PBL/CBL program is an effective way for medical students to improve their leadership skills without the addition of curricular time. These results offer a new, time-efficient option for leadership development in schools with existing PBL/CBL programs.

Vietnamese medical students and binge drinking: a qualitative study of perceptions, attitudes, beliefs and experience

ObjectivesTo explore the perceptions, attitudes, beliefs, and experiences related to Vietnamese medical students’ binge drinking.DesignA qualitative study comprising semi-structured focus groups/interviews with medical students and semi-structured interviews with key informants....

Therapeutic Assignments: Piloting a Way for Medical Students on the Psychiatry Clerkship to Interact with Patients Beyond the Initial Interview.

Therapeutic Assignments: Piloting a Way for Medical Students on the Psychiatry Clerkship to Interact with Patients Beyond the Initial Interview.

LO20: Student Run Simulation Team: A near-peer approach to simulation education

Introduction/Innovation Concept: Student Run Simulation Team (SRST) is an extracurricular medical student group that provided peers with opportunities to learn and teach principles of acute care medicine in a simulated environment. Early exposure to simulation has been identified as a way for medical students to engage in self-directed education. SRST operated through a peer-led model. Senior medical students designed and delivered didactic sessions, simulation scenarios, and debriefed the scenarios to emphasise targeted objectives. Methods: Informal interviews conducted by the SRST as part of a needs analysis identified barriers to an effective transition from pre-clerkship to clerkship. Specifically, principles of team dynamics including effective communication and role clarification in emergency situations were identified as areas where students lacked confidence. The curriculum focused on leadership and an effective team approach to common acute presentations. SRST members acquired simulation skills under the guidance of a simulation team at the University of Calgary. In the inaugural year, 8 second year students developed and delivered the curriculum to 16 first year students. Quality improvement surveys and participant feedback contributed to ongoing program review and refinement. Curriculum, Tool, or Material: Didactic lectures and task-trainer based skills sessions were created to assist the medical students in developing a foundational approach to a patient presenting to the emergency department. Three distinct simulations of increasing complexity were designed for students to build on their skills. SRST members worked with simulation consultants during 4 custom designed training sessions to develop simulation skills (design and debriefing). The distinguishing aspect of SRST is an emphasis on the non-technical skills of teamwork, leadership, and communication, rather than knowledge acquisition alone. The structure also included a succession plan for continued peer-led education where the student participants will form the next year’s team and will receive similar simulation education. Conclusion: SRST is the first student-run simulation initiative to be established in a Canadian medical school. This near-peer team allowed for early practice of non-technical skills in emergency settings. SRST facilitated opportunities for simulation education for both the junior students as participants, and the senior medical students as educators. This is an ongoing initiative, with plans to continue program development in future years.

20: ASSESSMENT OF KNOWLEDGE, ATTITUDE AND PRACTICAL SKILLS REQUIRED FOR MEDICAL INTERNS TO LEARN DURING THE 7-DAY RHEUMATOLOGY OUTPATIENT (CLINICS) PERIOD IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES

Background and Aims:Medical students are responsible to learn and practice in the internal wards (including rheumatology) according to the designed evidence based standard of Tabriz University of Medical Sciences. It...

19: ASSESSMENT OF KNOWLEDGE, ATTITUDE AND PRACTICAL SKILLS REQUIRED FOR MEDICAL INTERNS TO LEARN DURING THE 7-DAY RHEUMATOLOGY WARD PERIOD IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES

Background and Aims:Medical students are responsible to learn and practice in the internal wards (including rheumatology) according to the designed evidence based standard of Tabriz University of Medical Sciences. It...

Exploring digital professionalism

The widespread use of digital media (both computing devices and the services they access) has blurred the boundaries between our personal and professional lives. Contemporary students are the last to remember a time before the widespread use of the Internet and they will be the first to practice in a largely e-health environment. This article explores concepts of digital professionalism and their place in contemporary medical education, and proposes a series of principles of digital professionalism to guide teaching, learning and practice in the healthcare professions. Despite the many risks and fears surrounding their use, digital media are not an intrinsic threat to medical professionalism. Professionals should maintain the capacity for deliberate, ethical, and accountable practice when using digital media. The authors describe a digital professionalism framework structured around concepts of proficiency, reputation, and responsibility. Digital professionalism can be integrated into medical education using strategies based on awareness, alignment, assessment, and accountability. These principles of digital professionalism provide a way for medical students and medical practitioners to embrace the positive aspects of digital media use while being mindful and deliberate in its use to avoid or minimize any negative consequences.

Faculty analysis of distributed medical education in Northern Canadian Aboriginal communities

In 2005 the Northern Ontario School of Medicine (NOSM) in Canada implemented the world's first and (still) only mandatory Aboriginal community placement for all its medical students. The Aboriginal placement was created in part to address social accountability, defined as the obligation of medical schools to direct education, research and service activities towards addressing the priority health concerns of the community they serve. Concurrently, Aboriginal health policies have increasingly emphasized the need to involve Aboriginal people in healthcare planning and design health care that involves Aboriginal concepts of health and culturally safe care. Aboriginal delegates provided recommendations for the development of an Aboriginal health curriculum, which included the need for the medical school to acknowledge and respect Aboriginal history, health priorities and develop an Aboriginal community placement for all medical students. To anticipate the challenges (e.g., distance, communication, technologies, student and cultural safety, pedagogical effectiveness/appropriateness) presented by a mandatory placement for first-year students in Aboriginal communities a pilot placement project was designed. The locations of the communities were carefully selected in order to assess a variety of challenges that might be encountered with rural and remote Aboriginal community placements. Pilot lessons included managing student expectations, which leaned towards a clinical rather than a community-based cultural placement focus. Areas for increased coordination and administrative support were identified, as well as the need for more extensive community level support. The students had an overall positive experience and learned about the realities of health care in the communities. Aboriginal community staff commented that the experience with the students was fulfilling and beneficial. It was also recognized that curriculum delivery methods required major adjustments and that the students required significant Aboriginal health curriculum in preparation to move forward from the pilot placement to a sustainable Aboriginal community curriculum. Two medical anthropologists, assisted and supported by an historian of medicine, identified and developed the core areas of academic knowledge required for students to begin their journey towards becoming culturally safe medical practitioners. Another important aspect of preparing students was a series of mandatory sessions led by the Aboriginal Affairs Office designed to complement academic sessions with practical information such as how to conduct oneself in the community, and current politics and treaties. A self-study project was developed to guide students through a process of increasing self-awareness of their own attitudes and perceptions about Aboriginal people and communities, and develop their competence to provide culturally safe medical care. New learning from several iterations of the placement was employed to fine-tune the curriculum, information technologies and supporting policies as the placement evolved into a cornerstone of the curriculum. Cultural immersion in Aboriginal communities is a way for medical students to gain an understanding of the needs and strengths of Aboriginal communities and learn what physicians might do to contribute effectively to Aboriginal health and wellbeing. Research is required to improve understanding about the aspects of this education experience that are most effective.

The efficient use of movies in a crowded curriculum

The undergraduate medical curriculum has earned a reputation for being overcrowded. The dilemma for educationalists is to determine what, if anything, can be jettisoned from a congested curriculum to accommodate new ideas or material. We report on a small study that demonstrated that when movies are used innovatively, they enhance students' understanding of medicine and also have a minimal impact on the 'crowded' curriculum. During a 5-week-long Public Health module students could borrow from the medical school library, free of charge, one or more movies, each with a public health message. In the final week of the module a 1.5-hour-long class was allocated when each student offered a brief synopsis of a movie that they had watched, and then identified key public health issues discussed in the movie. Our study supports the view that the creative use of classroom time not only allows for better use of the timetable, but also proves to be an integrative, stimulating, and fun way for medical students to learn.

Physician as teacher: promoting health and wellness among elementary school students.

Every day, physicians engage in teaching during their patient encounters. It may be that medical students who are introduced to the principles of teaching and learning are more likely to become good communicators and learners. Service-learning may be an effective way for medical students to practice skills in teaching and communication in a real-world setting, while also filling a need within the community. The purpose of this study was to identify common themes within medical students' reflections on what they learned through participating in a teaching exercise with local elementary school children. As a required component of a longitudinal prevention and public health course that spans the first and second years of undergraduate medical education, second year students at the Oakland University William Beaumont School of Medicine, in Detroit, Michigan, in the USA completed a service-learning activity, which included teaching a standardized curricular module to local elementary school children. Students were required to complete a reflection assignment based on their teaching experience. Medical students' responses to assignment's three guided questions were qualitatively coded to identify common themes among the responses related to the teaching activity. Qualitative analysis of students' reflections revealed several themes regarding what the students learned and viewed as the benefits of the activity: The importance of early education and parental involvement; the importance of understanding your audience when teaching; the importance of simplifying complex concepts to the audience's level; and the importance of preparation for teaching. Medical students identified the difficulties of communicating at an audience appropriate level and providing patient education outside the confines of a controlled classroom setting. This activity provided medical students with hands-on experience presenting to an audience age-appropriate, health-related topics. Presenting in an elementary school environment helped students better understand what health information various age groups knew about and the importance of clarifying information when communicating with a younger audience.

The cognitive impact of interactive design features for learning complex materials in medical education

To identify the most effective way for medical students to interact with a browser-based learning module on the symptoms and neurological underpinnings of stroke syndromes, this study manipulated the way in which subjects interacted with a graphical model of the brain and examined the impact of functional changes on learning outcomes. It was hypothesized that behavioral interactions that were behaviorally more engaging and which required deeper consideration of the model would result in heightened cognitive interaction and better learning than those whose manipulation required less deliberate behavioral and cognitive processing. One hundred forty four students were randomly assigned to four conditions whose model controls incorporated features that required different levels of behavioral and cognitive interaction: Movie (low behavioral/low cognitive, n = 40), Slider (high behavioral/low cognitive, n = 36), Click (low behavioral/high cognitive, n = 30), and Drag (high behavioral/high cognitive, n = 38). Analysis of Covariates (ANCOVA) showed that students who received the treatments associated with lower cognitive interactivity (Movie and Slider) performed better on a transfer task than those receiving the module associated with high cognitive interactivity (Click and Drag, partial eta squared = .03). In addition, the students in the high cognitive interactivity conditions spent significantly more time on the stroke locator activity than other conditions (partial eta squared = .36). The results suggest that interaction with controls that were tightly coupled with the model and whose manipulation required deliberate consideration of the model's features may have overtaxed subjects' cognitive resources. Cognitive effort that facilitated manipulation of content, though directed at the model, may have resulted in extraneous cognitive load, impeding subjects in recognizing the deeper, global relationships in the materials. Instructional designers must, therefore, keep in mind that the way in which functional affordances are integrated with the content can shape both behavioral and cognitive processing, and has significant cognitive load implications.

Medical Students’ Experiences of Education with Blended Learning: A Qualitative Study of Perceived Advantages and Challenges

The aim of the study was to explore medical students' experiences of e-learning and face-to-face meetings (blended learning) with a specific focus on the possibilities of and hindrances to the learning process. A pilot study was conducted with 14 medical students and a main study followed, with 119 medical students participating in three social medicine courses. Of the 119 medical students, 25 took part in a qualitative study evaluating the approach through inter- views. These were analysed using manifest content analysis. The findings indicated that blended learning was an appro- priate way for medical students to learn about medical insurance issues. The balance between e-learning and face-to-face meetings was satisfactory and the students used a variety of learning strategies when solving authentic patient cases. Some found the pedagogical approach frustrating, since they had to take more responsibility than previously and some were not interested in sharing their knowledge with their fellow students.