Year Of Medical School Research Articles

Predictive Value of Neurosurgery Applicant Metrics on Resident Academic Productivity.

Scholarship has been critical to neurosurgery. As grades and board examinations become pass-fail, finding metrics to distinguish applicants coupled with an emphasis on research has led to growth of reported academic output among neurosurgery applicants. We aimed to evaluate applicant factors that associate with an academically productive neurosurgery resident. Applicant characteristics were extracted from Electronic Residency Application Service archives from 2 geographically distinct neurosurgical programs for the 2014 to 2015 match cycle. Publications during residency were quantified, and residency careers were examined. Factors associated with residency publications were examined using univariate and multivariate regressions. A total of 228 United States (US) applicants to neurosurgery were assessed (89% of US neurosurgery applicants), with 173 matching across 93 programs. The average publication number of matched applicants was higher at 6.6 (median: 4, range: 0-43) that of than unmatched applicants (mean: 2.9, median: 1, range: 0-51). A total of 93.1% of publications were substantiated on PubMed review. Matched candidates published 19.3 manuscripts (median: 13, range: 0-120) on average during residency. On univariate analysis, factors associated with higher residency publications included taking a non-degree-granting extra year for research in medical school, consistently high clerkship grades, depth of preresidency research involvement, number of coresidents, program R25 status, and academic output of neurosurgery department leadership. After multivariate correction, the training environment played an outsized role in predicting resident academic output, with program R25 status significantly associated with resident academic output (odds ratio: 1.25, P = .012). Taking an extra research year in medical school approached but was not significant (odds ratio: 1.19, P = .099). Twelve matched international medical school graduates (IMGs) were also assessed (75% of matched IMG neurosurgery applicants). IMGs exhibited higher total publications and conference abstracts than US matched applicants and also published more during residency. Cultivating an environment that promotes research endeavors is critical for neurosurgical resident academic growth. Preresidency publication number does not predict publication potential during residency.

Developing reliable surgery-specific entrustable professional activities (SSEPA) for the fourth year of medical school

Developing reliable surgery-specific entrustable professional activities (SSEPA) for the fourth year of medical school

Welcome to the operating theatre! Introductory bootcamp in operating theatre specialities for medical students.

Since the early 2000's, the appeal of certain operating room specialties has decreasedamong medical school graduate students. The recent reform of the second and third cycles of medical studies in France provides an opportunity to set up teaching programs around operating room specialties. We have organised a teaching unit which is part of the final year of medical studies. The main objectives are: (1) to examine whether a boot camp can modify students' opinions and preconceived assumptions about a surgical and/or anaesthetist career (2) to determine whether these changes in perception, have an impact on students' interest in pursuing a surgical/anaesthetic career compared with the current situation. The "working in the operating theatre" boot camp (UETB) took place after the written exams of the sixth year of medical school, before students choose their future specialty for residency. This program included practical workshops, readings and time for exchanges surgeons and anaesthetists. At the beginning and at the end of the UETB, feedback forms were collected. The cohort included 59 students from the Toulouse medical school, academic year 2023-2024. After attending the UETB, there was a significant qualitative improvement in interest in a surgical and intensive care-anaesthesia career. Feedback on how the UETB influenced the choice of a future specialty was very positive, with statistically significant qualitive improvement., Additionally, the students' perception of a work-life quality as a surgeon and/or anaesthetist improved significantly. The outcome of this study makes a strong case for integrating additional exposure to the various surgical subspecialties into the graduate medical curriculum in France. By helping to dispel misperceptions of "a surgical/anaesthetist career" early on, opportunities such as the UETB program may enable addressing the attrition rate observed among surgical and anaesthetic residency applications.

Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships.

The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case-based anatomy modules with a design consistent with the principles of self-directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One-hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022-2023. Each session consisted of four case-based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open-ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre-clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.

A Retrospective Study of Virtual Hospital Experiential Learning Across Clerkship and Pre-clerkship Doctor of Osteopathic Medicine Students at a Medical School Based in the United States.

During the COVID-19 pandemic, a medical institution in the United States implemented a virtual clerkship rotation to replicate the skills that students would develop during an in-person clinical site rotation. The primary objective of thisstudy was to identify the efficacy and benefits following the implementation of the Virtual Hospital Experiential Learning (VHEL) model, as demonstrated by increased perceived confidence and skill growth among medical students. Cases were presented to five to six medical students each week. On the Monday of the week, students entered a virtual conference platform for a standardized patient encounter. Staff and faculty randomly assigned all students to sessions. A post-VHEL survey was conducted to determine the level of perceived student confidence (measured via the Likert scale, self-reported). From the 193 students randomly assigned to VHEL sessions, 49 survey responseswere gathered, resulting in a 25% response rate. According to our dataset, one week following the VHEL sessions, students reported a significant increase in their perceived confidence regarding diagnostic skills and problem-solving within a clinical setting. The majority of respondents felt that they had gained confidence and skills through the sessions. Additionally, they noted that the sessions effectively mirrored the experiences of in-person clerkships in a hospital environment. Most medical student respondents reported an increase in perceived overall confidence following the completion of the VHEL sessions. First-year medical student data displayed a moderately higher level of perceived total confidence overall, suggesting that the implementation of VHEL sessions during the spring semester of the first year of medical school may offer the most significant gains.

Assessment of a Medical Student-Run Multidisciplinary Oncology Shadowing Program.

Clinical exposures during the first two years of medical school (MS1-2) provide students an opportunity for early networking, mentorship and career exploration. The feasibility and perceived value of an extracurricular, student-run multidisciplinary oncology shadowing program was evaluated in this study. At a single institution, an oncology interest group collaborated with oncologists to create a shadowing program for MS1-2 students. Three radiation oncology (RO), two medical oncology (MO), and four surgical oncology (SO) faculty participated. A quarterly sign-up form was emailed to all MS1-2 students with available shadowing sessions. Electronic surveys were sent to students (after shadowing) and faculty (after 18months of program operation) with multiple choice and 5-point Likert-type (1 = low, 5 = high) questions about their experiences. A total of 57 of the 97 participating students, and all 9 of the 9 participating faculty, responded to surveys (response rates 59% and 100%, respectively). Thirty students (53%) shadowed in RO, 23 (40%) in SO, and 4 (7%) in MO. Most students were very satisfied with their interactions with faculty (mean Likert-type rating of 4.14 ± standard deviation 0.85) and their overall experience compared to prior shadowing experiences (3.84 ± 0.85). Fifty-four students (96%) would recommend the experience to a classmate. Four faculty (44%) reported much more shadowing than before. Seven faculty (78%) felt the experience was best when residents or fellows were also present. All physicians planned to continue participating. This study demonstrated that a student-run, oncology shadowing program was feasible to implement, and viewed favorably by faculty and student participants.

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

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

The Healthcare Leadership Program: Assessing the Past, Present, and Future Impact in the Inland Empire

Background Formal leadership training opportunities are limited at many medical schools.2 The Healthcare Leadership Program (HLP) at UCR School of Medicine was an initial solution to this gap in leadership training, and our resulting project provides an innovative solution for assessing the impact of a program of this nature. HLP supports medical students in building a foundation of knowledge rooted in leadership and advocacy to utilize in the community as healthcare leaders. The major foci of the program include: Leadership Lecture Series, Leadership Development (i.e. Strengths Finder Assessments), Mentorship in the Community, and continuous Quality Improvement Projects (resulting in a capstone project).1 Since its inception, it has transitioned from a selective program to a designated emphasis that spans 4 years of medical school. As a result, HLP members have been heavily involved in the community. This project will assess the program’s activities, understand the leadership experiences gained by students, and explore the program’s past, present, and future impact in the Inland Empire utilizing GIS. Methods In an aim to best collect data on current HLP current students, alumni, and faculty, a group of 30 students were divided into the multiple phases of the program. The three teams included: Student Outreach and Community Engagement, Database and Analytics, and GIS mapping and visualization. The Student Outreach and Community Engagement team reached out to all (current and past) members of HLP, gathering information on any projects they participated in as well as current positions in community organizations. Short, 10 to 15-minute interviews were conducted via various modalities to make it as feasible as possible. The modalities included: phone, zoom, in-person and email- based questions. The Database and Analytics group joined in after data collection and organized the data. Themes from interviews were identified and grouped accordingly. The GIS and Visualization team then stepped in and created a map to illustrate the impact of the program as well as to identify areas where future efforts will be targeted. Results A total of 16 students responded and 2 of the founding faculty members. Of the students’ responses, 10 students identified as female and 6 as male. Of the student responses, 5 identified as Asian, 2 as white/ Caucasian, 5 as Middle Eastern, 2 as Indian/Asian Indian and 2 as Hispanic/Mixed. Of faculty responses, both identified as male. One of the faculty members identified as African American/ Black and one as Caucasian. Leadership categories were divided into: Clinical researchers, clinical administrators, clinical teachers and clinical educators. Of the student responses, 2 identified as clinical teachers, 1 as a clinical administrator and 13 as clinical researchers. Of the faculty responses, 1 identified as a clinical administrator and the other as a clinical researcher. Leadership roles among students and alumni included, COO, founders of Unheard cries and breast milk bank projects, chief residents, free clinical managers, and class representatives. Faculty leadership roles included President and Dean of CUSM and Vice Chair of Research for the Psychiatry and Neuroscience Residency Program. After a month of data collection, we found that the highest non- response rates were in third year students, past students, and students on leave. Discussion Our program is based upon a 4-year, up to 20 hours per year requirement, that is largely facilitated via clinical volunteers. HLP scholars partner with clinical volunteers for our guest speaker series, leadership speaker series, and mentorship. Our present project provided a data driven basis for connecting with clinical leaders across the spectrums of clinical researchers, clinical teachers, clinical educators, and clinical administrators to ensure our program has identified past, present and future clinical volunteers central to our success. Ultimately, our HLP Designated Emphasis is not only leadership focused but also community-based. Our network of program participants, HLP Scholars, and clinical volunteers represent our footprint within and across our service communities, and the foundation of our program. Conclusion Through the years, HLP has provided medical students with several community experiences and learning opportunities to develop leadership skills and education. However, there hasn’t been an assessment of the program’s impact on students and the community. Through the utilization of GIS, we demonstrate a “story map” of HLP’s past and current involvement in the community, illustrating student’s commitment to leadership endeavors in the Inland Empire. Additionally, we analyzed areas of improvement and future expansion in order to further support HLP’s goals and sustainability of the program.. Overall, HLP has positively impacted student leadership development and community enrichment. Citations

Orthorexia Nervosa and its Association with Obsessive Compulsive Personality Disorder in a Sample of Egyptian Medical Students

Abstract Background To our knowledge, ON correlation with OCPD has been recently investigated, with many studies supporting a relationship between them, either being a risk factor or a common co-occurrence, which is considered an important contribution to the field of mental health and eating disorders research. Objective To measure the prevalence of Orthorexia Nervosa in a sample of Egyptian medical students, to measure the prevalence of Obsessive-Compulsive Personality Disorder in the study sample, to study the association between Orthorexia Nervosa and Obsessive-Compulsive Personality Disorder in the study sample, and to compare the prevalence of ON and OCPD among students in academic years and clinical years of medical school. Methods This study is a comparative observational cross-sectional study that included 427 medical students will be assessed for orthorexia nervosa symptoms and OCPD traits, conducted between February 2023 and august 2023 in Faculty of Medicine, Ain Shams University, Cairo, Egypt. Results Orthorexia nervosa had prevalence of (8.7%), tendency (10.8%), with mean (18.1±7.2) which is consistent with prevalence in general population of (7%). There was no correlation between mean age, BMI, gender and orthorexia. The differences were statistically significant between third and fourth grade, yet DOS score was non-significantly higher in academic than clinical grades. OCPD prevalence was (42.2%) - (64.9%), which is higher than general population of (6.5%). OCPD results were significantly higher in academic than clinical grades. ON was significantly correlated to OCPD scores on both PDQ-4 and PID-5, and had significant positive correlations with rigid perfectionism, Intimacy avoidance, perseveration traits. Conclusion Our study showed that Orthorexia Nervosa is significantly higher in patients with obsessive compulsive personality disorder in comparison to negative participants. Furthermore, prevalence of orthorexia showed no correlation to either gender or BMI or study year of the patients. Obsessive compulsive personality disorder is significantly higher in academic than clinical grades of medical school.

Self-Medication of Medical Students at Erzincan Binali Yıldırım University in Turkey: A Cross-Sectional Study.

Responsible self-medication (SM) can save time, money, reduce the number of visits to the doctor, and alleviate pressure on health services. However, while there are clear benefits, SM also carries significant risks, such as increased drug side effects, inappropriate use of prescription drugs, drug interactions, misdiagnosis, drug dependence, masking of medical conditions, and antibiotic resistance. This study aimed to investigate the practices of medical students at a public university in Türkiye towards SM, as well as to determine the factors influencing such practices. The population of this cross-sectional study included first-, fourth-, and sixth-year medical students. As the goal was to reach the entire population (375 students), no sample selection was made. A total of 332 students (88.5%) participated in the study.The relevant literature was used for the basis of the questionnaire used in the study. In the statistical evaluation, percentages, means, standard deviations, medians, minimum, and maximum values were used to present the descriptive data, while factors influencing SM were analyzed using the chi-square test and bivariate and multivariate logistic regression analysis. The overall rate of SM among the participants was found to be 96.1%. No statistically significant difference was observed in SM rates based on the year of study (p>0.05). The rate of students using antibiotics without a prescription was 19.3%. Additionally, 82.5% of the students reported reading the package insert before using a drug. The most common symptoms leading to SM were headaches (83.1%) and the common cold (63.6%). The most frequently self-administered medications were analgesics (86.1%), common cold medicines (54.8%), and vitamins (34.0%). Furthermore, 79.3% of the participants indicated that they self-medicate because they perceive their condition as a simple illness, 64.6% because they had experienced a similar illness before, and 28.2% because they believed they had sufficient knowledge of medications.In multivariate regression analysis, keeping medicines at home/in the dormitory for later use and not having a chronic disease were found to be effective factors in students' practice of SM. It is important to plan educational interventions to promote the development of responsible SM behaviors. Starting these educational programs in the first year of medical school is thought to contribute significantly to the fostering of responsible SM practices.

Hassles during the First Year of Medical School: Can a Student Wellness Program Make a Difference?

Hassles during the First Year of Medical School: Can a Student Wellness Program Make a Difference?

A Dedicated Graduate Certificate in Health Equity: A Novel Approach to Increase the Future Physician Capacity to Address Health Inequities.

Pervasive health inequities require new approaches to medical education to equip future physicians to address unjust disparities in health outcomes. Few curricula exist that focus on development of competencies and leadership skills in health equity, and little is known about the content that should be included. Vanderbilt University Medical Center and Vanderbilt University School of Medicine developed and implemented the Graduate Certificate in Health Equity (CHE) to address this educational gap. The CHE proposal was approved in summer 2019, enrollment began in October 2019, and the first course was offered in February 2020. The CHE includes 11 objectives, and programming spans medical school years 2 to 4. Students must complete 2 foundational courses, 2 health equity-focused electives, and a health equity immersion experience. Seventy-three students have enrolled since the CHE launched in academic year 2019 to 2020. In year 1, 14 third-year students enrolled in an inaugural condensed version and 16 second-year students enrolled in the full program. In subsequent years, 16 students (year 2), 15 students (year 3), and 12 students (year 4) enrolled. To date, 38 medical students have graduated. The CHE has engaged 16 community partners, including community health centers, immigrant and refugee services, rural health programs, and the LGBTQI+ community, as lecturers and hosts for immersion experiences. Future work will focus on updating objectives and developing a rigorous evaluation scheme. The CHE team members will follow up with graduates to determine how the CHE influenced their care for marginalized and minoritized patients, ability to identify and address systemic and structural barriers, and career development. The CHE is a potential model for other institutions to adapt and implement. Accruing a critical mass of institutions with health equity-focused programming for medical students is necessary to develop future leaders in health equity.

Stigmatising Attitudes Towards Mental Health Conditions Among Medical Students In Five South-Eastern European Countries.

Stigmatising attitudes towards mentally ill people are present among healthcare professionals. The aim of the study was to evaluate medical students' attitudes in five medical schools from Albania, Bulgaria, Moldova, Romania and Serbia and to determine if psychiatry clerkship improves these attitudes. In the first stage, the study included students from the first and final years of medical school; in the second stage, only final-year students were included; The Mental Illness Clinicians' Attitude Scale (MICA-2) and the Attribution Questionnaire (AQ-9) were used in this study. The total sample comprised 1,526 medical students in the first stage and 614 in the second stage. The analysis of the average AQ-9 and MICA-2 scores between countries revealed significant differences (p<0.05). Multivariable analysis showed that female students were 30% more likely to have elevated AQ-9 scores than male students (p=0.029). Final-year students had a significantly lower chance of having a higher MICA-2 score compared to first-year students (OR=0.7; p<0.05). Psychiatry clerkship contributes to a decrease in the level of stigmatising attitudes among medical students. Further research is required to assess the curricula to achieve better results in reducing stigma among future doctors.

Surface and deep learning: a blended learning approach in preclinical years of medical school

BackgroundSignificant challenges are arising around how to best enable peer communities, broaden educational reach, and innovate in pedagogy. While digital education can address these challenges, digital elements alone do not guarantee effective learning. This study reports a blended learning approach integrating online and face-to-face components, guided by the Student Approaches to Learning framework.MethodsThis study was carried out investigating learning in first and second year medical students over two academic years, 2019/20 and 2020/21. We evaluated: (1) comparison of students engaged with blended learning and traditional learning; and (2) student learning engaged with blended learning approach over a two-year preclinical curriculum. A revised two-factor study process questionnaire (R-SPQ-2F) evaluated students’ surface/deep learning before and after an academic year. Learning experience (LE) questionnaire was administered over the domains of learning engagement, and outcomes of learning approach. In-depth interviews were carried out to understand the context of students’ responses to the R-SPQ-2F and LE questionnaires.ResultsThe R-SPQ-2F analysis indicated first year students maintained deep learning but second year students became neutral across the academic year, regardless of learning approach, with workload contributing to this outcome. R-SPQ-2F sub-scales showed that students engaged with blended learning maintained an intrinsic interest to learning, as compared to traditional learning which led to surface learning motives. The LE questionnaire showed students engaged with blended learning had deeper subject interest, and more positive perceptions of workload, feedback, and effectively developed skills and knowledge. However, peer interactions from blended learning were significantly lacking. In-depth interviews revealed that the flexibility and multi-modality of blended learning enabled learning, but the best use of these features require teacher support. Online interactions could be cultivated through intentional institutional efforts.ConclusionsThis study highlights the importance of designing blended learning that leverages technology-enabled flexibility while prioritising collaborative, learner-centred spaces for deep engagement and knowledge construction.

Why do physicians practice osteopathic manipulative treatment (OMT)? A survey study.

Few osteopathic physicians (Doctors of Osteopathic Medicine [DOs]) utilize osteopathic manipulative treatment (OMT) in their clinical practice, although all DOs are trained to do so. The reasons why many do not utilize OMT are not entirely clear. Anecdotally, these authors have observed that if a physician utilizes OMT, it is because they witnessed the efficacy for themselves in real-life clinical diagnoses found on patients or volunteers. This study seeks to explore this phenomenon. This study seeks to explore the relationship between witnessing the efficacy of OMT and the future use of OMT in clinical practice. Surveys were sent to DOs who work with Des Moines University's College of Osteopathic Medicine (COM) clinical students as well as osteopathic medical students enrolled at the Des Moines University's COM. Survey data were analyzed by separating physicians into cohorts based on their use of OMT and students into cohorts based on their interest in utilizing OMT in future practice. DOs who practice OMT reported at least one, and often multiple, instances of witnessing the efficacy of OMT on real-life patients or volunteers while in their first 2 years of medical school. Those who do not utilize OMT reported few opportunities to witness the efficacy of OMT on a real-life patient. For physicians, 96.1 % of those who utilize OMT in their practice had the opportunity to see it work positively during the first 2 years of medical school, whereas only 7.4 % who do not utilize OMT had the opportunity. These findings are mirrored in the experience of current osteopathic medical students who are interested and uninterested in utilizing OMT in their future practice. These findings emphasize the importance of exposing our medical students to some type of 'real-life' experience early in their careers; the data show that these experiences can be very beneficial in expanding the interest in utilizing osteopathic manipulative medicine (OMM) in future practice. COMs can consider the implementation of programs that provide this experience to students, including extracurricular activities dedicated to the use of OMT.

The Level of Empathy of First-Year Medical Students

The article discusses the importance of developing universal competencies for future doctors. The emphasis is on an adequate level of empathy. The results of testing of 814 students enrolled in the first year of medical school are presented. 82% of the respondents demonstrated a normal level of empathy, which is observed in most of all people. However, it is insufficient to be successful in the medical profession. The degree of expression of empathy among students at various faculties is analyzed.

FP6.2 - A survey of the estimated cost of consumables amongst UK medical students

Abstract Aims With increasing financial difficulties for the NHS, clinician’s awareness of the cost of consumable items utilised is vital. Despite this, clinician’s cost-awareness and exposure to health economics amongst students is limited. We hence undertook this survey to assess cost-awareness amongst medical students. Methods An online questionnaire was distributed to London medical students. Participants were asked their demographic data and to estimate the cost of 10 consumable items. Each item’s actual cost was compared with the average, median and interquartile range of the estimated price. An estimate was deemed ‘correct’ if it was within 20% of the actual price. Results Across all items 9.63% of estimates were ‘correct’. There was no correlation between medical school or academic year and accuracy of cost-estimation. The most accurately estimated item cost was the ‘10ml syringe’ (19.55%), the least was the ‘1 litre bag of intravenous normal saline’ (0.50%). The most overestimated item cost was the ‘vial of 1.2g intravenous co-amoxiclav’ (median estimate/actual cost = 9.43), the ‘pair of standard sterile surgical gloves’ was the only underestimated item cost (median estimate/actual cost = 0.97). Conclusions We found a poor understanding of the cost of consumables amongst medical students. Whilst a lack of year 6 students and the London geographic limited this study, we believe this is the first large-scale survey assessing the cost of consumables amongst UK students. By providing a benchmark of current knowledge, this survey could serve as a catalyst for the inclusion of health economics in medical school curricula, improving cost-awareness amongst students and doctors.

Integrating nutrition and culinary medicine into preclinical medical training

BackgroundPoor nutrition is a leading cause of preventable death, but is inconsistently taught in medical education and inadequately discussed in medical care. To overcome this problem, we developed a hybrid nutrition team-based learning/culinary medicine approach to integrate practical nutrition knowledge and basic cooking skills into the training of future health professionals.MethodsNutrition was integrated into the systems-based courses at a college of osteopathic medicine, complemented by culinary medicine sessions based on the Health meets Food curriculum (HmF; culinarymedicine.org). Students participated in the program for one year and two cohorts of students were included in this analysis. Outcomes were measured via online food frequency questionnaire (FFQ, Vioscreen, Viocare, Inc) and surveys administered via Qualtrics online survey software. Diet quality was measured using the Healthy Eating Index (HEI)-2015. Data were analyzed using SAS 9.4.ResultsOne hundred and ninety-five first year students completed a baseline FFQ (97.5% response rate). Mean age of students was 26 years, 47% were female (n = 92/195). The average BMI of participants was 24.8 kg/m2 (range 17-45.4) and the majority of participants reported being active. Seventy-five students (38%) completed an end of year FFQ. Diet quality was poor among students at baseline (n = 195; 67.59 (SD 10.54)) and improved slightly but significantly at the end of year 1 (n = 75, 69.63 (SD: 12.42), p = 0.04). The survey was administered to the second cohort only; 63 students responded (53% response rate). Talking to patients about nutrition was seen as more relevant to future practice among respondents than talking to patients about safe sex, weight, tobacco, alcohol, other substance abuse and domestic violence.ConclusionsThis study evaluated the nutrition and culinary medicine curriculum at a new college of osteopathic medicine. Students rated the program highly and attendance was excellent, even though not required. Student diet quality did not decline over the first year of medical school. Students rated talking to patients about nutrition as highly relevant, providing encouragement that they will do so in future practice. We believe our work shows that nutrition can be integrated into the training of future physicians and that it may pay dividends, particularly with the increasing awareness of the importance of preventive care.

Crafting the Future Doctor: Mentorship in the First Year of Medical School.

Background: The Clinically Reimagined Apprenticeship For Physician Training (CRAFT) program is a volunteer, student-run, clinical mentorship program that started in 2015 at an academic medical center in the Mid-Atlantic region. Clinical exposure during the first year of medical school may influence a student's decision to pursue internal medicine for their residency program of choice.Methods: A retrospective chart analysis of CRAFT program volunteers was conducted. First-year medical school students at an academic medical center in the Mid-Atlantic region (first-year classes of 2020 to 2022) who participated in the CRAFT program (N=77) were followed from first year until their medical school graduation. Information regarding first year mentor's specialty and student's match list data were collected.Results: Students (51%) who participated in CRAFT matched into the same specialty of medicine as their CRAFT program mentors (P=0.765, Chi Square Test). The top specialties represented included emergency medicine, internal medicine, obstetrics/gynecology, and surgery. Of students (23%) who chose mentors in internal medicine, 50% matched into internal medicine residency programs (P<0.0001, Chi Square Test).Conclusion: Clinical mentorship programs during the first year of medical school may be important for choosing future residency programs, leading to successful career goals. Timely engagement with mentors can be crucial in influencing career choices in the field of internal medicine.

Tumor board simulation improves interdisciplinary decision-making in medical students

IntroductionTraining of interdisciplinary clinical reasoning and decision-making skills, essential in daily clinical practice in oncological specialties, are still underrepresented in medical education. Therefore, at LMU University Hospital Munich, we implemented a didactically modified tumor board simulation with experts from five different disciplines (medical oncology, pathology, radiation oncology, radiology, and surgery) presenting patient cases into a one-week course on the basic principles of oncology. In this survey, we examined the self-assessed impact of our course on the interdisciplinary decision-making skills of medical students.MethodsBetween November-December 2023 and January-February 2024, we surveyed two cohorts of medical students in the third year of medical school in our one-week course before and after participating in the tumor board simulation. The objective was to evaluate the self-assessed knowledge in interdisciplinary clinical decision-making, in integrating ethical considerations into clinical reasoning, and in comprehension of various professional viewpoints in interdisciplinary decision-making. Knowledge was assessed using a five-step Likert scale from 1 (no knowledge) to 5 (complete knowledge).ResultsThe survey was answered by 76 students before and 55 after the simulation, equaling 60–70% of all 100 course participants. Mean knowledge level regarding principles of interdisciplinary clinical decision-making improved significantly in all of the following exemplary aspects: purpose and procedure of tumor boards in clinical practice (from 2.4 ± 1.1 to 4.0 ± 1.0, Spearman’s ρ = 0.6, p < 0.001), principles of dealing with ethical challenges in oncology (from 2.4 ± 1.1 to 3.4 ± 1.0, ρ = 0.4, p < 0.001), and principles of shared decision-making in oncology (2.7 ± 1.1 to 3.7 ± 1.0, ρ = 0.4, p < 0.001). Students reported that their skills in clinical decision-making and ability to discuss oncological patient cases from different professional viewpoints improved due to the teaching course.ConclusionBy employing our interdisciplinary one-week course and a didactically modified tumor board simulation featuring experts from various oncological disciplines, medical students’ comprehension of interdisciplinary clinical decision-making in oncology improved significantly.