Relevant bibliographies by topics / Medical education, medical logic, medical students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Medical education, medical logic, medical students'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Medical education, medical logic, medical students"

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Sivakova, Oksana Viktorovna. "The level of logic thinking development of medical students." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 125–38. http://dx.doi.org/10.51314/2073-2635-2010-3-125-138.

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The forming of logic thinking ways (as important part of clinical thinking) is spontaneous in current medical education system. The purpose of our work was to explore the level of medical students ability to use the logic thinking ways. The study was carried out with special tests. The percent of wrong answers varied from 30 to 96%, depending on task. Our study showed the need for current medical education system to create special courses for the forming of logic thinking ways.
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Stańdo, Jacek, Iwona Mokwa-Tarnowska, and Magdalena Roszak. "Analysis of Learning Outcomes in Medical Education with the Use of Fuzzy Logic." Studies in Logic, Grammar and Rhetoric 66, no. 3 (December 1, 2021): 609–16. http://dx.doi.org/10.2478/slgr-2021-0036.

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Abstract The national curricula of the EU member states are structured around learning outcomes, selected according to Bloom’s Taxonomy. The authors of this paper claim that using Bloom’s Taxonomy to phrase learning outcomes in medical education in terms of students’ achievements is difficult and unclear. This paper presents an efficient method of assessing course learning outcomes using Fuzzy Logic.
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Jahan, Firdous, Muhammad Siddiqui, Muzna S. R. Al-Asmi, and Manar R. S. Al-Shahi. "Current COVID-19 Pandemic and Medical Education: Medical Students' Perception and Experiences with Online Clinical Teaching and Learning at College of Medicine in Oman." European Journal of Clinical Medicine 2, no. 2 (April 30, 2021): 16–19. http://dx.doi.org/10.24018/clinicmed.2021.2.2.23.

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Background: Clinical teaching is a form of interpersonal communication between a teacher and learner. It mainly involves a patient or a patient scenario; the student learns how to evaluate a patient and manage the problem. The ideal clinical teaching and learning are done in the patient care area, but because of the COVID-19 pandemic outbreak, all clinical and classroom teaching is suspended now.Objective: This study's main purpose was to assess medical students' perceptions and experiences with online clinical teaching and learning.Method: A cross-sectional study was conducted at the College of Medicine and Health Sciences (CoMHS). All students in 6 and 7 years consented to participate in the survey for a self-filled study (google form). Statistical analysis was performed using Statistical Package for Social Sciences (IBM SPSS Statistics 24.0). Data were expressed in frequencies for questionnaire responses calculated for all variables in numbers and percentages. Independent sample t-test was used to compare differences between two groups. Result: Ninety-one students participated in the study, of which 10.2% were male, and 46.2% were Omani citizens. 27.5% of students were 6th year, and 72.5% were 7th-year students. 69.2% of students did not experience any login/registration problem in GoToWebinar most of the time. Table 1 shows the student's responses in this regard. A significant statistical difference (p- <0.001; 95 % CI: 0.34-0.91) was observed between 6th year (mean-2.79±0.62) and 7th year students (mean-2.16±0.51). Conclusion: Medical students have shown a positive attitude and motivation towards webinar clinical teaching. Online webinar teaching can offer more diverse and compelling educational opportunities. Medical students in clinical years are self-directed learners but need in-depth learning with maximum hands-on practice. The Webinar teaches an impact on medical student education, particularly affecting the hands-on approach and training, which is limited and mandatory to become a doctor.
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Fedіv, Oleksandr I., Inna O. Buzdugan, Volodymyr V. Vivsianyk, Iryna V. Prysіazhniuk, and Vasyl P. Prysyazhnyuk. "The Role of Moodle Software among Medical Students During Distance Learning." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 2 (June 24, 2021): 63–69. http://dx.doi.org/10.52534/msu-pp.7(2).2021.63-69.

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The study of the role of Moodle software among medical students is relevant, as distance learning is now new in terms of learning, processing, and teaching educational material online. The representation of new (latest) informative data using Moodle during distance learning contributes to and increases the level of students' knowledge. Moodle software is a valuable resource that presents an archive of educational (scientific) materials to students and teachers with unlimited access. The study is aimed at determining the role of Moodle for medical students during distance learning based on a theoretical review of the literature. Three stages of methodological justification were proposed as the basis for this study. At the first stage of the study, Moodle software was characterised; during the second – the role of distance learning was defined; third – the quality of medical students' training during distance learning through the use of innovative technologies, namely Moodle, was assessed. The study substantiates the significant role of Moodle and distance learning: understanding the goals of learning, gaining a significant “baggage” of knowledge, the latest information and access to resources, self-learning, self-improvement, and development of a “doctor” personality. The expediency of using the software among medical students is proved, taking into account the structure, logic, constant updating of materials, direct assessment of the student using test tasks and practical classes. Using Moodle software during distance learning, a medical student independently and consciously focuses on pathology based on the acquired knowledge, clearly and reasonably makes a preliminary conclusion (diagnosis) with subsequent appropriate treatment. The combined use of Moodle software and highly qualified teachers improve the quality of education and guide the medical student to focus on the study material and improve one’s practical skills with the presented materials and visual aids
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Voloshyna, Larysa O., Inna O. Buzdugan, Volodymur V. Vivsianyk, Stanislav V. Roborchuk, and Iryna V. Prysiazhniuk. "Features of Application of the Deductive Method Among Medical Students." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 153–63. http://dx.doi.org/10.52534/msu-pp.6(2).2020.153-163.

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Among medical students, deduction remains the main method in making a diagnosis or diagnostic conclusion after examining patients or their detailed examination. This method gives the opportunity to clearly and objectively formulate an opinion and assess the patient's condition according to the diagnosis. Therefore, deduction and its methods are relevant both among medical students and among medical staff. The role of application of the deductive method among medical students is substantiated. It is established that the application of deduction while studying in a medical higher educational institution will allow influencing the already developed personality of the student and developing in him or her the “building” type of personality orientation. Therefore, this method constitutes a topical issue of today. The purpose of the study is to evaluate the specific features of the deductive method among medical students based on literature analysis. To implement the goals and objectives, three stages of studying the features of the deductive approach among medical students were proposed. In the first stage of the research the role of deduction in the educational process, its advantages and disadvantages were determined by means of processing the literature according to the method of analysis and synthesis; during the second stage the types of personality, ways of influencing its development are determined, the interrelation between the type of personality and its level of thinking is traced; The third stage of the study included the assessment of deductive methods that allow students to form clarity and correctness of action, as well as to develop students' thinking by setting a position, justifying it with an example and forming a conclusion. The study identified the essential role of the deductive method among medical students in the development of personality orientation and development of mental activity. It is found that the use of the PRESS method will make it possible to clearly define the position, justify the result, and draw a correct conclusion (diagnosis), which is mandatory in the analysis of pathological conditions in medicine. Proper pedagogical education allows obtaining the desired result. By adhering to the criteria of teaching material, such as conceptuality, logic of the process, system, controllability, efficiency, and reproducibility, the teacher will attract the attention of a medical student and interest him or her in analysing the subject
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Beckman, Jamie J., and Mark R. Speicher. "Characteristics of ACGME Residency Programs That Select Osteopathic Medical Graduates." Journal of Graduate Medical Education 12, no. 4 (August 1, 2020): 435–40. http://dx.doi.org/10.4300/jgme-d-19-00597.1.

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ABSTRACT Background The transition from American Osteopathic Association (AOA) and Accreditation Council for Graduate Medical Education (ACGME) residency matches to a single graduate medical education accreditation system culminated in a single match in 2020. Without AOA-accredited residency programs, which were open only to osteopathic medical (DO) graduates, it is not clear how desirable DO candidates will be in the unified match. To avoid increased costs and inefficiencies from overapplying to programs, DO applicants could benefit from knowing which specialties and ACGME-accredited programs have historically trained DO graduates. Objective This study explores the characteristics of residency programs that report accepting DO students. Methods Data from the American Medical Association's Fellowship and Residency Electronic Interactive Database Access were analyzed for percentage of DO residents in each program. Descriptive statistics and a logit link generalized linear model for a gamma distribution were performed. Results Characteristics associated with graduate medical education programs that reported a lower percentage of DO graduates as residents were surgical subspecialties, longer training, and higher US Medical Licensing Examination Step 1 scores of their residents compared with specialty average. Characteristics associated with a higher percentage of DO graduates included interviewing more candidates for first-year positions and reporting a higher percentage of female residents. Conclusions Wide variation exists in the percentage of DO graduates accepted as residents among specialties and programs. This study provides valuable information about the single Match for DO graduates and their advisers and outlines education opportunities for the osteopathic profession among the specialties with low percentages of DO students as residents.
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Mamontova, T. V. "FORMATION OF THE PRINCIPLES OF DEVELOPMENT OF CREATIVE SCIENTIFIC RESEARCH OPPORTUNITIES AMONG STUDENTS IN SMALL GROUPS." Medical and Ecological Problems 26, no. 5-6 (December 29, 2022): 41–46. http://dx.doi.org/10.31718/mep.2022.26.5-6.08.

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The involvement of students in scientific activities while studying at medical universities contributes to the formation of an academic position, and lays the foundations of evidence-based medicine for further implementation in future professional activities. However, attempts to involve students in research during education encounter difficulties, namely the lack of possibility of its implementation for all students at the same time, especially at the initial stages of medical education. Therefore, the development of ways to activate students for full-scale participation and obtaining scientific experience is a promising direction of higher medical education. We have offered five tips for organizing scientific research. First, give students the opportunity to gain hands-on experience by involving them in every step. Active participation will improve mastery of knowledge, skills, and support interest in the project. Second, form small student groups for involvement in the project for efficient data collection. Common research activity involves the cooperation of each person in a team, building dialogue and helping the creation of ideas, effective implementation of personal knowledge, creativity, the logic of thinking, and social skills. Third, invite "inspiring" researchers to the role of supervisor. Effective mentoring is key to a successful student research experience. Fourth, build community and encourage discussion within the group. The formation of socio-emotional ties with students as researchers of your team, and regular meetings will allow you to fully gain experience and get information about all aspects of the scientific project. Fifth, encourage and guide students to disseminate the results of their own research by supporting them in writing professional scientific papers and oral presentations. The combined efforts of teachers and students will contribute to obtaining a real individual authentic research experience and strengthening students' motivation for science, which is the first step to choosing an academic medical career in the future, and thus lays the foundations for the progressive development of national science.
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Ignatova, A. I. "Pedagogical project and design of the application of cloud technologies for mastering information competencies by medical university students." Informatics and education, no. 7 (November 4, 2020): 25–39. http://dx.doi.org/10.32517/0234-0453-2020-35-7-25-39.

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The article substantiates the relevance of using cloud technologies in higher education and the interest of researchers in the design of distance learning to the possibilities of such use. The article discusses the pedagogical experience of teaching information methods of data processing through the inclusion of cloud technologies (services) in the methodology of the distance teaching of the course “Logic and Statistics” to future pediatricians at medical university in the aggregate of methods for organizing, monitoring and motivating students’ educational and cognitive activities. It’s shown how, starting from the requirements set by the Federal State Educational Standard of Higher Education in the specialty 05.31.02 “Pediatrics” (specialty level) for the results of development (competencies) and the conditions for the implementation of the program, it is possible to include an initiative pedagogical project in the electronic information and educational environment of the organization. The article describes the design of the application of cloud technologies for using programs, services and a Google Drive as a tool for creating a virtual classroom and laboratory for students to collaborate with each other and with the teacher. The goals and means of a pedagogical project based on the use of methods for simulating distance interaction in professional practice are defined. The article describes the algorithm for the work of a teacher and students in the project “Statistical analysis and interpretation of the simulation game “Clinical trial””.
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Rowe, Joel, and Stephen G. Post. "The Potential Impact of Morality on Medical Student Global Health Participation." Global Journal of Health Science 11, no. 13 (November 3, 2019): 1. http://dx.doi.org/10.5539/gjhs.v11n13p1.

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Interest in global health experiences (GHEs) has surged in the last decade throughout undergraduate medical education. Positive clinical and cultural learning impacts are well described; however, the moral and motivational typology of the globally minded medical student are yet to be elucidated. We surveyed 85 US medical students, 41 who participated in a GHE during medical school and 44 who did not, to examine their sense of moral association with local community, Americans, and all of humanity. Measures of empathy and spirituality were also administered, as well as a qualitative prompt to elicit reasons for participating, or not, in a GHE. The results of logic regression analysis suggest that the strongest predictors of GHE participation are strong, geographically non-specific identification with &lsquo;all humanity&rsquo; [OR=1.31, P&lt;0.01, 95% CI, 1.07&ndash;1.59], as well as participation in an abroad experience prior to medical school [OR 141, P&lt;0.01, 95% CI, 10.1&ndash;1960]. While respondent groups did not differ significantly in their association with local community, incremental increase in identification with &lsquo;Americans&rsquo; decreased likelihood of IME participation by 20% [P=0.02, 95% CI, 0.67&ndash;0.96]. No significant effect was found between participant groups in response to empathy or spirituality scales. This pilot study demonstrates that a global regard for &lsquo;all humanity&rsquo; may motivate GHE participation while a strong national association diminishes its likelihood.
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Aizman, Roman Idelevich, Irina Igorevna Novikova, and Elena Aleksandrovna Pushkareva. "Methodological justification of the possibility of participation of teachers in the implementation of school medicine project." Science for Education Today 10, no. 5 (October 31, 2020): 141–59. http://dx.doi.org/10.15293/2658-6762.2005.08.

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Introduction. The deterioration of the health and physical fitness of school children in recent decades has actualized the need to introduce a health-saving system in educational organizations and as one of its components - school medicine. The introduction of school medicine in education dictated the need to solve two problems: the creation of a material and technical base (school medical offices and their equipment) and the training of school medical workers (bachelors of school medicine) or the redistribution of medical workers from the health system to education. However, the quantitative deficit in the country of pediatricians and secondary medical workers dictated only the first option of solving the problem. In this logic, the project “School medicine” was developed, aimed the training of bachelors in this field in medical universities and their subsequent employment in educational organizations. However, the introduction of school medicine did not take into account the ability of the teaching staff to form and preserve the health of students in the process of education and upbringing. This prompted us to consider the possibility of teachers' participation in the implementation of this project as full members of the school medicine system. The purpose of the study: to justify the role and importance of teachers in the implementation of the project “School medicine”. Materials and Methods. The research methodology is based on modern concepts of health as a holistic system, including physical, mental and moral components that have a mutual influence on each other, and the inextricable connection of this system with the natural and social environment (the principles of integrity, consistency, unity). The analytical and synthetic methods to study the problem paper has been used. Results. Based on the data of the authors and generalization results, the main directions of teachers' work on creating a health-preserving environment in an educational organization, participating in screening diagnostics and monitoring of physical and mental health of pupils, forming a healthy and safe lifestyle, as well as cooperation with medical personnel in the implementation of medical and hygienic tasks defined in the project are shown. The system of assessment of pupils' health, which can be defined as the first stage of medical examination of schoolchildren, is presented. Conclusions. The authors come to the conclusion that the training of students of a pedagogical University with the introduction of the “School medicine” program can provide a comprehensive approach to assessing the health of students and the sanitary and hygienic conditions of the educational environment and the educational process using modern innovative technologies, which can be implemented by teachers both independently and in cooperation with medical personnel.
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Dissertations / Theses on the topic "Medical education, medical logic, medical students"

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Anderson, Kirsty Jane. "Factors affecting the development of undergraduate medical students' clinical reasoning ability." Click here to access, 2006. http://hdl.handle.net/2440/37850.

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It is important for doctors to be clinically competent and this clinical competence is influenced by their clinical reasoning ability. Most research in this area has focussed on clinical reasoning ability measured in a problem - solving context. For this study, clinical reasoning is described as the process of working through a clinical problem which is distinct from a clinical problem solving approach that focuses more on the outcome of a correct diagnosis. Although the research literature into clinical problem solving and clinical reasoning is extensive, little is known about how undergraduate medical students develop their clinical reasoning ability. Evidence to support the validity of existing measures of undergraduate medical student clinical reasoning is limited. In order better to train medical students to become competent doctors, further investigation into the development of clinical reasoning and its measurement is necessary. Therefore, this study explored the development of medical students' clinical reasoning ability as they progressed through the first two years of a student - directed undergraduate problem - based learning ( PBL ) program. The relationships between clinical reasoning, knowledge base, critical thinking ability and learning approach were also explored. Instruments to measure clinical reasoning and critical thinking ability were developed, validated and used to collect data. This study used both qualitative and quantitative approaches to investigate the development of students' clinical reasoning ability over the first two years of the undergraduate medical program, and the factors that may impact upon this process. 113 students participated in this two - year study and a subset sample ( N = 5 ) was investigated intensively as part of the longtitudinal qualitative research. The clinical reasoning instrument had good internal consistency ( Cronbach alpha coefficient 0.94 for N = 145 ), inter - rater reliability ( r = 0.84, p < 0.05 ), and intrarater reliability ( r = 0.81, p < 0.01 ) when used with undergraduate medical students. When the instrument designed to measure critical thinking ability was tested with two consecutive first year medical student cohorts ( N = 129, N = 104 ) and one first year science student cohort ( N = 92 ), the Cronbach Alpha coefficient was 0.23, 0.45 and 0.67 respectively. Students ' scores for clinical reasoning ability on the instrument designed as part of this research were consistent with the qualitative data reported in the case studies. The relationships between clinical reasoning, critical thinking ability, and approach to learning as measured through the instruments were unable to be defined. However, knowledge level and the ability to apply this knowledge did correlate with clinical reasoning ability. Five student - related factors extrapolated from the case study data that influenced the development of clinical reasoning were ( 1 ) reflecting upon the modeling of clinical reasoning, ( 2 ) practising clinical reasoning, ( 3 ) critical thinking about clinical reasoning, ( 4 ) acquiring knowledge for clinical reasoning and ( 5 ) the approach to learning for clinical reasoning. This study explored students' clinical reasoning development over only the first two years of medical school. Using the clinical reasoning instrument with students in later years of the medical program could validate this instrument further. The tool used to measure students' critical thinking ability had some psychometric weaknesses and more work is needed to develop and validate a critical thinking instrument for the medical program context. This study has identified factors contributing to clinical reasoning ability development, but further investigation is necessary to explore how and to what extent factors identified in this study and other qualities impact on the development of reasoning, and the implications this has for medical training.
Thesis (Ph.D.)-- Medicine Learning and Teaching Unit, 2006.
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Auth, Patrick Clifford Reisman Fredricka K. "Assessing the use of creative problem solving skills and generic influences on learning in clinical reasoning by physician assistant students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/609.

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Click, Ivy A., Abbey K. Mann, Morgan Buda, Anahita Rahimi-Saber, Abby Schultz, K. Maureen Shelton, and Leigh Johnson. "Transgender Health Education for Medical Students." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1111/tct.13074.

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Background Transgender individuals face numerous health disparities and report negative experiences with health care providers related to their gender identity. Significant gaps in medical education regarding transgender health persist despite calls for increased sexual and gender minority content. The purpose of this student‐led study was to assess the effectiveness of a half‐day educational intervention on first‐ and second‐year medical students’ attitudes and knowledge of transgender health. Methods Students and faculty members collaborated to develop an educational session on transgender health. This content was presented to first‐ and second‐year medical students at Integrated Grand Rounds, a pedagogical method in which basic science and clinical faculty members co‐present didactic content interspersed between live patient interviews and student‐led small group discussions. Student participants (n = 138) completed voluntary 9‐item pre‐ and post‐session surveys assessing comfort with and knowledge of transgender medicine. Results Students’ comfort with and perceived knowledge about transgender patients increased significantly between pre‐ and post‐test. Students’ knowledge of transgender medicine standards of care also improved, though not all items reached significance. Discussion A half‐day educational intervention improved many facets of medical students’ attitudes and knowledge about transgender patients. The significant disparities in physical health, mental health and access to care currently experienced by transgender persons in the United States warrants the continued testing and refinement of educational interventions for future and practising providers.
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Järvinen, Annikki. "Lääketieteen opiskelijoiden tieteellisiä ja ammatillisia käsityksiä koskeva seurantatutkimus." Tampere : Tampereen yliopisto, 1985. http://catalog.hathitrust.org/api/volumes/oclc/14520105.html.

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Popovic, Celia Frances. "Why do medical students fail? : a study of 1st year medical students and the educational context." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/223/.

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A third of medical students at Birmingham Medical School fail one or more first year exams. Alarm has been raised about the apparent over-representation of ethnic minority students amongst those who fail. In this case study I ask: 1. Is there a connection between students’ ethnicity and performance in end of first year exams? 2. Is the experience of medical students at this medical school conducive to effective learning? 3. What, if anything, could be done to improve students’ learning? I show that there is a link between particular students and exam performance, but the link is with socio-economic background, not ethnicity. Students from a privileged background appear to perform better than students from a disadvantaged background. I argue that this may be due to an environment which is not conducive to effective learning. Using a range of research methods I describe how students are expected to support themselves intellectually to become independent learners while passive educational methods such as lectures and a heavy timetable are favoured and students receive limited formative feedback on their progress. The study ends positively, however, as I identify improvements that could be, and in some instances have been, made to the environment.
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O'Sullivan, Anthony John Public Health &amp Community Medicine Faculty of Medicine UNSW. "Assessment of professionalism in undergraduate medical students." Awarded by:University of New South Wales. Public Health & Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/40754.

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This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.
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Blavos, Alexis Angela. "Medical Marijuana: The Impact on College Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1439298235.

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Seago, Brenda. "UTILIZATION OF SIMULATION TO TEACH PELVIC EXAMINATION SKILLS TO MEDICAL STUDENTS: IMPLICATIONS FOR MEDICAL EDUCATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2290.

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Medical education is changing. Physicians have less time for teaching clinical skills and for direct observation of medical students, due to sicker patients in the hospital, shorter hospital stays, competing demands of research and patient care, and implementation of the eighty hour work week for residents. The consumer movement increased awareness of medical errors, patient safety and quality of healthcare. Teaching the pelvic examination is ethically complex. Questions have arisen about medical students learning to conduct the pelvic examination on actual patients. This study utilizes the pelvic examination simulator and genital teaching associates (GTAs) to teach pelvic exam skills to optimize limited resources, as well as address safety and ethical concerns. The purpose of the study was to provide medical students with more practice in pelvic examination skills, to test a pelvic examination simulator, and to explore a new model for teaching pelvic examination skills to second year medical students. After IRB approval, one hundred sixty eight second year medical students at Virginia Commonwealth University School of Medicine participated in the study. A two-armed trial design provided all medical students with pelvic exam training on the pelvic exam simulator and genital teaching associate. Data were gathered via an experience and demographic questionnaire, blood pressure readings, the Fear of Pelvic Examination Scale scores and performance scores after the training. Data analysis consisted of descriptive statistics, paired and independent sample t-tests and the linear mixed model. Statistical tests determined the relationship between fear, blood pressure and performance. The findings revealed that the GTA training group had significantly more fear than the pelvic exam simulator group and significantly higher performance scores than the simulator group. The gender analysis indicated that males had significantly more fear than females. Prior experience with pelvic exam simulators did not appear to reduce anxiety among medical students when first conducting pelvic exams with humans. Completion of pelvic exam training with a GTA may reduce fear substantially and make later training with the pelvic exam simulator the optimal first experience. Use of simulation in medical education reduces ethical concerns, optimizes limited resources and reduces patient safety issues.
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Donlan, Michael J. "Voiceless in Medical School: Students with Physical Disabilities." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449833.

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Students with physical disabilities are underrepresented in medical school. Individuals with physical disabilities have largely been left out the diversity movement, which has increased access to medical education for women and minority students (Steinberg, Iezzoni, Conill, & Stineman, 2010). For students with physical disabilities who are admitted, not much is known about their experiences, thus the focus of this study was to explore the medical school experiences of individuals with physical disabilities. as the theoretical framework, the social model of disability as developed by Oliver (2009) allowed for an examination of how medical students with physical disabilities experienced the medical school environment. For this study, I utilized a qualitative approach as a guide. Seven former medical students, six males and one female, with physical disabilities were interviewed about their experiences through medical education, from their efforts to gain admission to medical school, through their didactic and clinical education and training, and ultimately to their practice as a physician. The stories of the participants created a narrative account of the subjective meaning they created. This research found that although deficit models of disability persist in society, each participant overcame their physical impairment, and societal barriers, physical and social, to complete medical school and residency programs. Each participant found success through a combination of alternative methods of acquiring knowledge and performing medical procedures, internal motivation and determination, and the support of allies. The findings demonstrate that the structural and social construction of the medical school environment is inhospitable to individuals with physical disabilities.
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Williams, Rachel. "Sharps Injuries in Medical Training: Higher Risk for Residents Than for Medical Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3409.

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Because of their relative inexperience in performing procedures and handling sharps devices, medical students and resident physicians are considered to be at high risk for sharps injuries. A higher rate of sharps injuries for medical trainees implies a higher risk for occupationally-acquired infection with bloodborne pathogens and may have financial and legal implications for training institutions. This study examines the prevalence of sharps injuries among US medical students and resident physicians. A systematic review of the literature yielded 10 studies that gave data on sharps injuries for US medical students or residents, and those data were combined with data from our institution to produce pooled prevalences. Results from our institution showed that residents had a significantly higher risk of sharps injuries than medical students. While sharps injuries increased with students' years of training, residents' rates decreased with increasing level of training. Resident rates were highest in the department of Surgery and lowest for Pediatrics. Comparing pooled prevalences of US trainees revealed that residents were 6 times more likely than medical students to have a sharps injury. This information can be used by training programs to inform changes in residency training curricula and infection control policies, as well as to forecast Worker's Compensation and long-term disability insurance coverage requirements. Medical training institutions must continue to provide opportunities for students and residents to perfect their procedural skills, but at the same time, trainees must be protected from the risk of sharps injuries and exposure to bloodborne pathogens.
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Books on the topic "Medical education, medical logic, medical students"

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Bargel, Tino. Das Studium der Medizin: Eine Fachmonographie aus studentischer Sicht. Bonn: Bundesministerium für Bildung und Wissenschaft, 1994.

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Association of American Medical Colleges., ed. The education of medical students: Ten stories of curriculum change. New York: Millbank Memorial Fund, 2000.

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Association, American Medical. Choosing a medical specialty: The AMA's resource guide for medical students. Chicago, IL: American Medical Association, 2011.

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L, Cruess Richard, Cruess Sylvia R. 1930-, and Steinert Yvonne 1950-, eds. Teaching medical professionalism. Cambridge: Cambridge University Press, 2008.

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Coping in medical school. New York: Norton, 1985.

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G, Schmidt Henk, Alausa O. K, and Network of Community-Oriented Educational Institutions for Health Sciences., eds. New directions for medical education: Problem-based learning and community-oriented medical education. New York: Springer-Verlag, 1989.

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The medical student's survival guide. Oxford: Radcliffe, 2007.

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Polk, Steven R. The medical student's survival guide. 2nd ed. [Myrtle Beach, S.C.]: Trentland Press, 1988.

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Polk, Steven R. The Medical studentʼs survival guide. 2nd ed. [Myrtle Beach, S.C.]: Trentland Press, 1988.

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1922-, Virshup Bernard, ed. Surviving medical school. Thousand Oaks, Calif: Sage Publication, 1998.

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Book chapters on the topic "Medical education, medical logic, medical students"

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Ponce, Mario C., and Jeremy B. Richards. "Teaching Clinical Medical Students." In Medical Education in Pulmonary, Critical Care, and Sleep Medicine, 25–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10680-5_2.

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Billett, Stephen, and Linda Sweet. "Participatory practices at work: Understanding and appraising healthcare students' learning through workplace experiences." In Researching Medical Education, 117–28. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118838983.ch11.

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Hanson, M., M. L. Russell, and A. Robb. "A Cross-Cultural Curriculum for Medical Students." In Advances in Medical Education, 106–8. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_30.

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Long, E. M., and J. A. Martin. "An Evaluation of OSCEs for Final-year Students." In Advances in Medical Education, 448–51. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_136.

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Taylor, D. C. M. "What Students Want from Their Pastoral Care System." In Advances in Medical Education, 803–4. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_245.

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Epstein, R. M., D. Cole, B. Gawinski, N. Ruddy, and S. Lee. "How Students Learn from Ambulatory Preceptors: Critical Incidents." In Advances in Medical Education, 268–71. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_81.

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Poldre, P. A., and A. Rachlis. "Mentoring Undergraduate Medical Students: A Study of Organizational Aspects." In Advances in Medical Education, 790–92. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_240.

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Richards, Jeremy B., and Richard M. Schwartzstein. "Teaching Pre-clinical Medical Students." In Medical Education in Pulmonary, Critical Care, and Sleep Medicine, 1–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10680-5_1.

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Cushing, A., E. Najberg, and P. Hajek. "Do Medical Students Believe that Communication Skills can be Learned?" In Advances in Medical Education, 676–78. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_203.

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Woloschuk, W., M. Tarrant, and H. Mandin. "Perceived Learning Opportunities: Students’ Expectations of a Family Medicine Clerkship." In Advances in Medical Education, 313–16. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_96.

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Conference papers on the topic "Medical education, medical logic, medical students"

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Jin, Zhongshan, and Chen Wei. "Legal Education of Medical Students based on Medical Disputes." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.31.

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Kralova, Eva. "ATTITUDES OF MEDICAL STUDENTS TOWARDS PHYSICS AND MEDICAL PHYSICS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0799.

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Abbasi, W. G., S. Shakir, M. Azhaar, P. Arif, N. Shariff, and H. Syed. "EFFECT OF MEDICAL EDUCATION ON THE MORAL COMPETENCE OF MEDICAL STUDENTS." In International Conference on Arts and Humanities. The International Institute of Knowledge Management (TIIKM), 2018. http://dx.doi.org/10.17501/icoah.2017.4113.

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El Saber, Reham, Ahmed El Sayyad, and Basem El Deek. "IMPACT OF MEDICAL EDUCATION IN PROMOTING HEALTHY LIFE OF MEDICAL STUDENTS." In International Conference on Public Health. The International Institute of Knowledge Management (TIIKM), 2017. http://dx.doi.org/10.17501/icoph.2017.3110.

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Crvenković, Martina, Petra Bubalo, Iva Buterin, Milan Milošević, Neda Pjevač, and Iskra Alexandra Nola. "MEDICAL STUDENTS' PERCEPTION OF EDUCATIONAL ENVIRONMENT: 6 YEARS INTEGRATED MEDICAL SCHOOL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2486.

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Ekayanti, Fika, Wahyu Arifiyanti Haryoso, and Zwasta Pribadi Mahardhika. "Students’ Perception on Medical Ethics Learning from Two Medical Faculties in Jakarta." In International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.006.

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Hackenbruch, Sophie, Alexia Grech, and Isabel Stabile. "WHY DO SOME MEDICAL STUDENTS CHEAT?" In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0240.

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Malinovská, Nora, Vladimíra Sadloňová, and Samuel Javornický. "TEACHING LATIN-GREEK MEDICAL TERMINOLOGY FOR INTERNATIONAL MEDICAL STUDENTS: CHALLENGES AND PITFALLS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0505.

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Eremeeva, Svetlana, and Polina Akhmetzyanova. "CLIL: TEACHING CARDIOVASCULAR ENGLISH TO MEDICAL STUDENTS." In INTCESS 2023- 10th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2023. http://dx.doi.org/10.51508/intcess.202324.

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Pan, Daniel, Amanda Zhou, Koehler Powell, Arnab Ray, David Rivetti, Timothy Gao, Sarah Atta, and Toby Zhu. "A Mentorship Model for Pre-Medical Students Disadvantaged in the Medical School Application Process." In The Osaka Conference on Education 2020. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2436-1690.2021.16.

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Reports on the topic "Medical education, medical logic, medical students"

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Palmer, Ryan. Exploring Online Community Among Rural Medical Education Students: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.990.

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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong, and Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O- Self-regulated learning or any of its components. To this end, the proposed systematic review will address the following questions: i. What instructional strategies have been used to influence self-regulated learning in medical students during clinical clerkship? ii. What influence did the instructional strategies exert on medical students’ self-regulated learning approaches during clinical clerkship?
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GONCHAROVA, OKSANA. electronic methodological guide "Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" for students of the specialty 20.02.02 "Emergency protection" of secondary vocational education institutions". SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0462.02062021.

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Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" ARE INTENDED FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. THE PURPOSE OF THE GUIDELINES IS TO PROVIDE A CLEAR ORGANIZATION OF PRACTICAL CLASSES IN THE DISCIPLINE, TO CREATE AN OPPORTUNITY FOR STUDENTS WHO WERE ABSENT FROM THE PRACTICAL LESSON TO INDEPENDENTLY PERFORM THE WORK, TO ISSUE A REPORT AND TO PROTECT THE WORK IN A TIMELY MANNER.
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Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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Programming for HIV prevention in South African schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1011.

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As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Medical Research Council of South Africa and the Horizons Program studied the Life Skills Grade 9 Curriculum, a school-based HIV/AIDS initiative, as it was introduced in the Pietermaritzburg region of KwaZulu Natal Province in 2001. The 16-hour Grade 9 Curriculum is taught at least once a week over two school terms as part of the Life Orientation subject. The national and provincial South African departments of education, health, and social welfare collaborated on the curriculum design, teacher training, and course introduction. Horizons assessed the life skills program in KwaZulu Natal using both a population-based survey and an evaluation of the course curriculum. This brief focuses on the impact of the curriculum that was being introduced to ninth-grade students.
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