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Journal articles on the topic 'Medical Elective'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bassin, Sandhya, and Sara E. Lubitz. "Endocrine Elective Primer for Medical Students." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A340. http://dx.doi.org/10.1210/jendso/bvab048.693.

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Abstract Background: Endocrine modules available online have shown improvement in student learning and increased student satisfaction with self-guided learning (Kirk, 2016). However, most available modules are geared towards preclinical medical students rather than clinical students. Therefore, we developed an endocrine primer, defined as a set of introductory preparatory material, in the form of a PowerPoint. The primer reviews commonly seen endocrine disorders in adults, including their presentation, diagnosis, and management, in order to offer students access to self-paced learning and help bridge the gap between the basic science curriculum and clinical experience. Methods: Third and fourth year medical students enrolled in the endocrine elective from Feb 2020-Oct 2020 completed a 15 question pre-and post-knowledge assessment, as well as an endocrine primer satisfaction survey. The knowledge assessments evaluated students’ knowledge of topics surrounding type 1 and 2 diabetes, hyper- and hypothyroidism, thyroid nodules, adrenal and pituitary disease, hyperparathyroidism, and osteoporosis. The pre-knowledge assessment was completed prior to starting the endocrine elective and viewing the endocrine primer. The post-knowledge assessment was completed at the end of the two or four week endocrine elective. Results: A paired-T test was used to compare the pre- and post-knowledge survey results. A total of 7 third- and fourth-year medical students completed the knowledge assessment and satisfaction survey. Knowledge results showed a nonsignificant mean improvement of 1.4 points, p=0.09, from the start of the elective to completion, with a decreased variability between student scores. Student satisfaction was high, with 100% of students who completed the primer agreeing it made them more prepared for the endocrine elective and all students recommending other electives create similar primers as well. Conclusion: The endocrine primer standardized students’ endocrinology knowledge and enhanced satisfaction with the endocrinology elective. This self-paced learning opportunity was well received by medical students and should be included in other clinical electives. This pilot study will be expanded to a larger sample size and incorporate internal medicine residents on the endocrinology elective. We also plan to review faculty satisfaction before and after the primer was initiated.

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Inazaki, Toshiaki. "Medical Elective Report." Journal of Nihon University Medical Association 77, no. 5 (October 1, 2018): 331–32. http://dx.doi.org/10.4264/numa.77.5_331.

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Mushtaq, Mohsin Bin. "Experiences of a Student Elective at McGill University." International Journal of User-Driven Healthcare 2, no. 1 (January 2012): 29–32. http://dx.doi.org/10.4018/ijudh.2012010104.

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It is often debated if medical electives are beneficial for students. While medical electives are not mandatory for students in the developing world, they are an important part of medical training in some Western universities (UCSD School of Medicine, n.d.) and have been part of UK undergraduate training since the 1970s (Cruikshank & Walsh, 1980). In the West medical schools form committees to guide, counsel, and help students plan their electives during vacations. In South Asia, the concept of electives is minimally encouraged; however, the students themselves share their elective experience and encourage other students to take electives, mostly through online forums. Electives often provide students a chance to work in a different setup, with different disease prevalence patterns, hospital management protocols, and learning experiences under various doctors with diverse problem solving approaches. It is also a two pronged tool whereby students can enhance their clinical skills and find opportunities to obtain a research project under the mentorship of research oriented academic consultants. This article is a brief sketch of experiences encountered by a South Asian medical student on a clerkship elective rotation in cardiology at a tertiary care hospital in Canada.

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Wakely, Suzanne, and Alexandra Vincent. "Medical Elective in China." Acupuncture in Medicine 14, no. 1 (May 1996): 44–45. http://dx.doi.org/10.1136/aim.14.1.44-a.

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Abdoler, Emily, Karen Hauer, and Brian Schwartz. "979. Standardizing Medical Student Learning for Infectious Diseases Consult Electives: Prioritizing Content." Open Forum Infectious Diseases 5, suppl_1 (November 2018): S40—S41. http://dx.doi.org/10.1093/ofid/ofy209.095.

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Abstract Background The goals of 4th-year medical student electives vary, and students’ learning during clinical electives may occur solely through the subspecialty cases that students encounter. We aim to standardize learning during electives by creating a toolkit to guide elective directors in the development of curricula that reinforce basic science principles, highlight areas for high-value care, and provide opportunities for further inquiry. The first step is to determine the core specialty topics applicable to students regardless of career choice. Here, we describe this content prioritization process within the context of an infectious diseases (ID) elective pilot curriculum. Methods We conducted a modified, 2-round Delphi process to develop consensus on ID topics that all graduating medical students should know. Through review of the literature for common diagnoses and high value care, and the medical school curriculum, the authors generated an initial list of 16 topics. An interdisciplinary group of 90 expert faculty educators from Internal Medicine, Family Medicine, Emergency Medicine, and Surgery rated these topics’ importance using a 5-point Likert scale, from 0 (absolutely do not include) to 4 (very important). We considered items rated at least 3 (important) by at least 80% of participants to have reached consensus. Results Sixty of 90 (67%) educators responded to the initial survey, and 48/60 (80%) completed both surveys. Nine additional topics were proposed by first-round participants. After the second round, 14 topics met the consensus criterion. Many common conditions, several dangerous infections, and infectious issues overrepresented in the local population met consensus. However, while many of the topics failing to meet consensus addressed rare conditions or those typically managed by subspecialists, some were also common conditions. Conclusion Standardizing medical student learning during elective rotations begins with identifying key topics. Our process included a diverse group of educators to determine key topics. We will use this list to guide the content of a new asynchronous, online ID elective curriculum, and we will describe our process as part of a curriculum development toolkit for other elective directors. Disclosures All authors: No reported disclosures.

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Perry, Elizabeth, Amanda Storer, David Caldwell, and Jennifer Smith. "A Medical Outreach Elective Course." American Journal of Pharmaceutical Education 77, no. 4 (May 13, 2013): 78. http://dx.doi.org/10.5688/ajpe77478.

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Higbea, Ashley. "A Medical Outreach Elective Course." American Journal of Pharmaceutical Education 77, no. 9 (November 12, 2013): 201. http://dx.doi.org/10.5688/ajpe779201.

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Patel, Vishnu M., and Deanna Dahl-Grove. "Disaster Preparedness Medical School Elective." Pediatric Emergency Care 34, no. 7 (July 2018): 492–96. http://dx.doi.org/10.1097/pec.0000000000000806.

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Valani, Rahim, Abi Sriharan, and Dennis Scolnik. "Integrating CanMEDS competencies into global health electives: an innovative elective program." CJEM 13, no. 01 (January 2011): 34–39. http://dx.doi.org/10.2310/8000.2011.100206.

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ABSTRACT Globalization has opened the doors for medical students to undertake international health electives, providing an opportunity for them to gain valuable competencies and skills outside their formal curriculum. As the number of medical students embarking on these electives increases, there is a need to structure the electives with specific learning objectives and to ensure adequate educational outcomes. We describe the International Pediatric Emergency Medicine Elective (IPEME), which is a novel global health elective that brings together students from Canada and the Middle East who are selected on the basis of a competitive application process and brought to Toronto for a 4-week living and studying experience. The program was introduced in 2004 and uses four specific areas to provide its structure: pediatric emergency medicine, global health, leadership, and peace building. The elective uses core CanMEDS competencies to foster cross-cultural dialogue, networking, and cooperation and fulfills the program's aim of using health as a bridge to peace. The lessons learned from the curriculum planning and implementation process are highlighted and the impact of the program explored to help provide a framework for developing similar international electives.

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Kemper, Kathi J., Deborah Larrimore, Jean Dozier, and Charles Woods. "Impact of a Medical School Elective in Cultivating Compassion Through Touch Therapies." Complementary health practice review 11, no. 1 (January 2006): 47–56. http://dx.doi.org/10.1177/1533210106288291.

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This study assessed the impact of an elective for second-year students on cultivating compassion through complementary and alternative medicine practices including therapeutic touch and healing touch. Course participants completed demographic questions, precourse and postcourse questions about confidence and practice in compassion, and the Maslach Burnout Inventory. Those who completed the elective reported significant improvements in confidence, practice, and sense of personal achievement. For example, for the statement, “I am confident in being calm, peaceful and focused (centered) before and during patient encounters,” scores improved from 1.7 to 8.0 on a 10-point scale ( p < .01). Optimism about future practice improved from 5.5 before to 7.9 after the course ( p < .05). Scores significantly improved for confidence and practice of compassion and optimism about future practice. Such electives may improve desired skills and help reduce burnout. Additional research is needed to determine the impact of such electives on quality of care.

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Zalihić, Amra. "“Fundamental communication skills in medical practice” as minor elective subject." Acta Medica Academica 43, no. 1 (May 15, 2014): 87–91. http://dx.doi.org/10.5644/ama2006-124.105.

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X. Chong, Zhi. "Elective Undergraduate Medical Research: A Medical Student Experience." International Journal of Medical Students 3, no. 2 (June 8, 2015): 115–16. http://dx.doi.org/10.5195/ijms.2015.129.

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Darras, Kathryn E., Rebecca Spouge, Heejun Kang, Kathryn J. Scurfield, Leonie Harper, Adrian Yee, Silvia D. Chang, Bruce B. Forster, and Savvas Nicolaou. "The Challenge with Clinical Radiology Electives: Student and Faculty Perspectives Identify Areas for Improvement." Canadian Association of Radiologists Journal 70, no. 4 (November 2019): 337–43. http://dx.doi.org/10.1016/j.carj.2019.07.004.

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Purpose To determine medical students' and radiologists’ attitude toward radiology electives at a distributed medical school and identify specific areas for improvement. Methods During a single academic year, both students and faculty preceptors were surveyed anonymously following a senior radiology elective. The survey was based on an established theoretical framework for studying the educational environment which takes into account domains: (1) goal orientation, (2) organization/regulation, and (3) relationships. Mann-Whitney tests were performed to determine if there was any difference between the overall satisfaction of students and preceptors, responses from the different elective sites and students’ ratings of the domains. Statistical significance was set at P < .05. Thematic analysis was performed on the narrative comments to identify specific challenges. Results The response rate was 82.0% for students (95/116) and 19.5% (31/159) for radiologists. There was no difference in responses based on elective site. Overall, the elective was viewed positively by both groups however students rated their experience as significantly better than their preceptors ( P = .0012). Students viewed the relationships domain more positively than both the other two (goal orientation, P = .0001; organization/regulation, P = .0038). Thematic analysis identified that the student challenges were lack of autonomy, structured teaching, and preceptor continuity and the preceptor challenges were ambiguous learning objectives/expectations and insufficient resources. Conclusions The radiology elective challenges identified in this study provide educators with specific areas to target when updating radiology electives. A better elective experience may improve students' radiology knowledge and attitude towards the specialty as well as radiologists’ interest in teaching.

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Burrow, Gerard N. "Medical Student Diversity Elective or Required." Academic Medicine 73, no. 10 (October 1998): 1052–53. http://dx.doi.org/10.1097/00001888-199810000-00010.

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Wellstead, Georgina, Kiron Koshy, Katharine Whitehurst, Buket Gundogan, and Alexander J. Fowler. "How to organize a medical elective." International Journal of Surgery Oncology 2, no. 6 (July 2017): e28. http://dx.doi.org/10.1097/ij9.0000000000000028.

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Howell, J. D. "An elective course in medical history." Academic Medicine 66, no. 11 (November 1991): 668–9. http://dx.doi.org/10.1097/00001888-199111000-00004.

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Bisson, J. I., and M. Bricknell. "Medical Cadet Elective to the USA." Journal of the Royal Army Medical Corps 133, no. 2 (June 1, 1987): 103–5. http://dx.doi.org/10.1136/jramc-133-02-13.

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McCarthy, M. J., and R. H. Blackman. "A Medical Elective in Canton China." Acupuncture in Medicine 6, no. 2 (January 1989): 69–70. http://dx.doi.org/10.1136/aim.6.2.69.

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Swartzberg, D. "Elective acquaints medical students with abortion." JAMA: The Journal of the American Medical Association 274, no. 14 (October 11, 1995): 1107–8. http://dx.doi.org/10.1001/jama.274.14.1107.

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Swartzberg, Dana. "Elective Acquaints Medical Students With Abortion." JAMA: The Journal of the American Medical Association 274, no. 14 (October 11, 1995): 1107. http://dx.doi.org/10.1001/jama.1995.03530140019008.

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Alteri, Alessandra, Valerio Pisaturo, Daniela Nogueira, and Arianna D'Angelo. "Elective egg freezing without medical indications." Acta Obstetricia et Gynecologica Scandinavica 98, no. 5 (March 5, 2019): 647–52. http://dx.doi.org/10.1111/aogs.13573.

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Janicki, Adam, and Michele Dorfsman. "Establishing an Elective Rotation Director and Its Effect on Elective Opportunities and Satisfaction." Western Journal of Emergency Medicine 21, no. 1 (December 9, 2019): 8–11. http://dx.doi.org/10.5811/westjem.2019.10.44111.

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Elective rotations are valuable, allowing trainees to personalize their educational experience, focus on areas of weakness, and offer personal and professional development. Emergency medicine (EM) residency program elective rotations may be limited due to the absence of awareness of opportunities and administrative support. We sought to increase the breadth of elective rotation opportunities, improve residents’ satisfaction with their elective rotations, and enhance the opportunities for clinical training. To increase the breadth of our elective rotation opportunities, we established an elective rotation director—a dedicated faculty member to aid in elective planning and provide administrative support. This faculty member met with all residents during their second year, coordinated new electives with the graduate medical education office, and assisted with administrative tasks. Ten new rotations (two local, five domestic away, three international away) were established during the position’s first two years, increasing available rotations from nine to 19. A survey was sent to graduates of the program two years before and two years after the position was established to inquire about their elective experience. Of 64 graduates, 49 (76.6%) participated in the survey. Graduates exposed to the dedicated faculty member reported increased exposure to novel learning environments (p<0.001), improved wellness (p<0.001), and were more likely than pre-director graduates to choose the same elective rotation (p=0.006). Programs with multiple elective rotations may benefit more from this position, but additional resources may be needed given the associated increase in administrative time.

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Pant, D. S., and M. Shahi. "ELECTIVE EXPERIENCES OF FOREIGN MEDICAL STUDENTS AT THE TEACHING HOSPITAL OF TRIBHUVAN UNIVERSITY INSTITUTE OF MEDICINE, NEPAL." Journal of Nepal Medical Association 40, no. 140 (October 1, 2003): 186–95. http://dx.doi.org/10.31729/jnma.670.

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This paper has attempted to document and analyze the trend and experiences of foreignmedical students enrolled in the elective programme organized by the MedicalEducation Department (MED) at the Teaching Hospital of the Tribhuvan University(TUTH), Institute of Medicine in Kathmandu. Elective documents have been analyzedfor the period between 1997-2000 and a written questionnaire survey has beenadministered to a total of 73 foreign medical students who completed elective in theyear 2000. Over a period of four years a total of 268 students had undergone electiveposting in various departments of TUTH. More than half of the students (55%) camefrom European universities. More than 60% of respondents (n=73) considered theopportunity to see variety of patients as the main strength of the elective programme.Overwhelming majority of respondents (95%) rated the learning experience as goodor excellent. The most favoured department was the Internal Medicine. The studydemonstrates the unique value of elective in enriching student learning in medicaleducation. The traditional belief that all students should have a uniform curriculumthroughout their training has been largely challenged.1The insights gained couldperhaps, inspire medical schools to seriously think about introducing elective provisionas an essential component of their undergraduate curricula.1. Medical Education Department, TU Institute of Medicine.Address for correspondence : Dr. D. S. Pant, MD, MHPED,Assistant Director & Elective Programme Coordinator,Medical Education Department, TU Institute of Medicine,P.O. Box: 1524, Kathmandu, Nepal.Email: dspant@healthnet.org.np, Home Page: www.nchped.org.npKey Words: Elective terms, overseas elective, elective experience in developingcountries, core and elective options, undergraduate medical elective.

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Guiter, Gerardo E., Sandra Sapia, Alexander I. Wright, Gordon G. A. Hutchins, and Thurayya Arayssi. "Development of a Remote Online Collaborative Medical School Pathology Curriculum with Clinical Correlations, across Several International Sites, through the Covid-19 Pandemic." Medical Science Educator 31, no. 2 (January 20, 2021): 549–56. http://dx.doi.org/10.1007/s40670-021-01212-2.

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Abstract Introduction Due to the Covid-19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Hence, we implemented an innovative online and remote pathology curriculum, anchored on virtual microscopy and Zoom videoconferencing: ideal tools to support online teaching. Objective To assess a new curriculum implementation at Weill Cornell Medicine-Qatar. Materials and Methods This for-credit, 2-week elective included 6 synchronous Zoom sessions where complex clinicopathological cases were discussed in small groups. We used open access digital microscopy slides from the University of Leeds’ Virtual Pathology Library (http://www.virtualpathology.leeds.ac.uk/slides/library/). Students independently prepared for these sessions by reviewing cases, slides, readings, and questions in advance (asynchronous self-directed learning anchored on a flipped classroom model), and wrote a final review of a case. An assessment and feedback were given to each student. Results Four elective iterations were offered to a total of 29 students, with learners and faculty spread over 4 countries. During the Zoom sessions, students controlled the digital slides and offered their own diagnoses, followed by group discussions to strengthen autonomy and confidence. We surveyed learners about the elective’s performance (program evaluation). Students conveyed high levels of satisfaction about the elective’s overall quality, their pathology learning and online interactions, with minimal challenges related to the remote nature of the course. Discussion and Conclusions Technological innovations mitigate sudden disruptions in medical education. A remote curriculum allows instruction at any distance, at any time, from anywhere, enhancing educational exchanges, flexibility and globalization in medical education.

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Means, Robert T. "An Online Case-Based Clinical Elective in Hematology for Medical Students." Blood 136, Supplement 1 (November 5, 2020): 14–15. http://dx.doi.org/10.1182/blood-2020-142455.

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Background: The Covid-19 pandemic has created significant challenges for medical student education. Many if not most medical schools have placed significant limitations on direct patient contact by medical students which may persist indefinitely. Novel approaches are required to provide students with clinical experience. In response to this need, a case-based fourth year medical student (M4) elective was developed. Description of elective: In the first five offerings of the elective, two to nine M4 students enrolled. M4 electives are scheduled to begin on Mondays. On the first Monday morning, following a brief orientation, a lecture on aspects of the physical examination relevant to Hematology (such as physical findings of anemia, polycythemia, thrombocytopenia, lymph node examination, and spleen palpation) was presented using the Zoom application. Otherwise, the structure of Monday-Thursday sessions were identical. Each morning by 730 AM, students received an email containing a brief PowerPoint representing the information that was known to the Hematology attending at the time of initial clinic or inpatient referral. All identifiers were removed from the PowerPoint. All cases represented patients actually followed by the elective's faculty member (RTM). Students were expected to research the case and be prepared with additional history questions and additional laboratory tests. For tests requested, students were expected to have a plan for follow-up testing based on the different possible results. Students were also expected to have a differential diagnosis and, where appropriate, a proposal about whether treatment was indicated. At 1PM each day, students and the faculty member assembled on Zoom. After class discussion of the patient's presentation, diagnostic evaluation, and differential diagnosis. Images of blood and bone marrow were provide when appropriate. This segued into a discussion of the natural history, pathophysiology, and treatment of the patient's clinical diagnosis illustrated by the patient's results and clinical course. Rationale for the clinical decisions made were presented and discussed. Following the discussion, students were provided a copy of the discussion PowerPoint and copies of relevant references. For each case, students were expected to provide a reflective statement indicating what they had known before the case, what they had learned, and issues about which they had additional questions. The students were also asked to submit a diagnostic algorithm for the clinical topic discussed that is relevant for their residency career choice. Fridays used a different approach. The faculty physician presented an evolving case on Zoom in an effort to replicate something comparable to a real-time clinic experience. A microscope with a web-camera attachment was used to review the patient blood films. An example of elective topics in one offering of the elective is shown in Table 1. Results: Over the first five offerings of the selective, 30% of the M4 class participated. Three additional offerings are planned in this academic year. Students represented a diverse array of residency aspirations (Table 2), reflecting career aspirations of the overall class. End-of-elective feedback from students was uniformly positive. Features of the elective eliciting favorable comment included that these were real cases; the structure of the Monday - Thursday cases replicating a ward or clinic type experience (student "sees" the patient in the morning and then discusses the case at "attending rounds" in the afternoon); explication of clinical correlations of laboratory tests and their underlying mechanisms; the opportunity to think through the diagnosis while developing the algorithm for each case; feedback on the algorithms and reflective statements; and to the "real-time" nature of the evolving case. Suggestions for improvement mostly reflected a wish that additional areas be covered (lymphoma, acute leukemia and pediatric Hematology). Conclusions: The Covid-19 pandemic has created a need for creative approaches to clinical education and medical students. Hematology, with its strong connection to the diagnostic laboratory, is ideally situated to provide clinical exposure that allows clear correlation between patient presentation and natural history, foundational basic science, the diagnostic laboratory, and clinical management. Disclosures Means: WoltersKluwer: Patents & Royalties: Wintrobe Clinical Hematology editor; UpToDate author, editor; Cambridge University Press: Patents & Royalties: textbook editor; SpringerNature: Patents & Royalties: Textbook editor.

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Boyd, Nathan H., and Raul M. Cruz. "The Importance of International Medical Rotations in Selection of an Otolaryngology Residency." Journal of Graduate Medical Education 3, no. 3 (September 1, 2011): 414–16. http://dx.doi.org/10.4300/jgme-d-10-00185.1.

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Abstract Background The objective of this study was to determine the extent of interest in international electives among prospective otolaryngology residents and to determine whether the availability of international electives affected students' interest in ranking a particular residency program. Methods A 3-part survey was given to all medical students enrolled in the 2008 otolaryngology match via the Electronic Residency Application Service. Part 1 elicited demographic information. Part 2 explored general interest in international rotations. Part 3 involved ranking several factors affecting students' choice of residency programs. This survey was developed at our institution, with no formal validation. Participation was anonymous and voluntary. Results A total of 307 students entered the otolaryngology match, and 55 surveys (18%) were completed. Twenty-five of 55 students (55%) had completed an international elective during or prior to medical school, and 51 of 55 respondents (93%) had a “strong” or “very strong” desire to participate in an international elective during residency; 48 of 55 students (87%) had a “strong” or “very strong” desire to participate in international surgical missions after residency. Future practice goals had no correlation with interest in international rotations, either during or after residency training. Respondents ranked 8 factors that had an impact on residency program selection in the following order of importance: operative experience, location, lifestyle, research opportunities, didactics, international electives, prestige of program, and salary. Conclusion Interest in international medicine among prospective otolaryngologists was high in this subset of respondents but did not appear to affect residency program selection.

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Caldwell, R. I., A. C. Inglis, M. Morgan, K. Rasmussen, and C. Aldous. "The medical elective: A unique educational opportunity." African Journal of Health Professions Education 9, no. 4 (December 6, 2017): 162. http://dx.doi.org/10.7196/ajhpe.2017.v9i4.883.

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Alger, E. A. "A fourth-year elective in medical education." Academic Medicine 73, no. 5 (May 1998): 581. http://dx.doi.org/10.1097/00001888-199805000-00043.

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Yankaskas, B. C., W. C. McGaghie, and R. L. Clark. "128. INVESTIGATIVE RADIOLOGY ELECTIVE FOR MEDICAL STUDENTS." Investigative Radiology 22, no. 9 (September 1987): S32. http://dx.doi.org/10.1097/00004424-198709000-00143.

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Morley, Sarah Knox, and Ingrid Claire Hendrix. "“Information Survival Skills”: a medical school elective." Journal of the Medical Library Association : JMLA 100, no. 4 (October 2012): 297–302. http://dx.doi.org/10.3163/1536-5050.100.4.012.

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DeVaro, Sarah N., Ogul E. Uner, Yousuf M. Khalifa, and Emily B. Graubart. "Ophthalmology Education in COVID-19: A Remote Elective for Medical Students." Journal of Academic Ophthalmology 12, no. 02 (July 2020): e165-e170. http://dx.doi.org/10.1055/s-0040-1716695.

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Abstract Background The novel coronavirus disease (COVID-19) has created obstacles for medical student education, as clinical rotations were temporarily halted. Recent literature shows online electives may provide an alternative learning platform. We developed a teleophthalmology student elective for rising third-year medical student (MS3) and fourth-year medical student (MS4) to continue teaching and exposure to the field. Methods A 4-week remote elective was approved by Emory University School of Medicine and offered between April 18, 2020, and May 15, 2020, for rising MS3s and MS4s. The curriculum consisted of online self-study materials, student presentations, chart review assignments, case-based discussions with faculty, and telehealth experiences. All students were surveyed and tested with questions from United States Medical Licensing Examination World (UWorld) test bank at the end of the course. Results A total of 18 students were enrolled, with 66.7% MS3 and 33.3% MS4 participants. The mean rating of fulfillment of course learning objectives was 8.1/10 (range, 6.7–8.8), with mean ratings of 8.2 for MS3s and 7.7 for MS4s. There was a significant increase in self-reported knowledge in ophthalmology, with an increase from 4.6 to 8.1 for MS3s (p = 0.002) and 6.7 to 8.0 for MS4s (p = 0.04). Students also reported higher interest in the field, with an increase from 4.9 to 7.8 for MS3s (p = 0.01) and 7.5 to 8.7 for MS4s (p = 0.1). The students performed significantly higher on the postcourse test (94.8%) than UWorld question bank users (74.1%) (p < 0.001). Conclusion Our novel ophthalmology elective significantly enhanced self-reported medical student knowledge and interest in the field during a crisis that required transition to remote learning. Further study of student telehealth experience and objective assessment is needed to improve online learning in ophthalmology.

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White, Marissa J., Jacqueline E. Birkness, Kevan J. Salimian, Alice E. Meiss, Monica Butcher, Katelynn Davis, Alisha D. Ware, et al. "Continuing Undergraduate Pathology Medical Education in the Coronavirus Disease 2019 (COVID-19) Global Pandemic: The Johns Hopkins Virtual Surgical Pathology Clinical Elective." Archives of Pathology & Laboratory Medicine 145, no. 7 (March 19, 2021): 814–20. http://dx.doi.org/10.5858/arpa.2020-0652-sa.

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Context.— In the early months of the response to the coronavirus disease 2019 (COVID-19) pandemic, the Johns Hopkins University School of Medicine (JHUSOM) (Baltimore, Maryland) leadership reached out to faculty to develop and implement virtual clinical clerkships after all in-person medical student clinical experiences were suspended. Objective.— To develop and implement a digital slide–based virtual surgical pathology (VSP) clinical elective to meet the demand for meaningful and robust virtual clinical electives in response to the temporary suspension of in-person clinical rotations at JHUSOM. Design.— The VSP elective was modeled after the in-person surgical pathology elective to include virtual previewing and sign-out with standardized cases supplemented by synchronous and asynchronous pathology educational content. Results.— Validation of existing Web communications technology and slide-scanning systems was performed by feasibility testing. Curriculum development included drafting of course objectives and syllabus, Blackboard course site design, electronic-lecture creation, communications with JHUSOM leadership, scheduling, and slide curation. Subjectively, the weekly schedule averaged 35 to 40 hours of asynchronous, synchronous, and independent content, approximately 10 to 11 hours of which were synchronous. As of February 2021, VSP has hosted 35 JHUSOM and 8 non-JHUSOM students, who have provided positive subjective and objective course feedback. Conclusions.— The Johns Hopkins VSP elective provided meaningful clinical experience to 43 students in a time of immense online education need. Added benefits of implementing VSP included increased medical student exposure to pathology as a medical specialty and demonstration of how digital slides have the potential to improve standardization of the pathology clerkship curriculum.

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Soares, Renan Repolês, Bruno David Henriques, Catarina Maria Nogueira de Oliveira Sediyama, and Luciana Moreira Lima. "Hospital admissions through the National Health System (SUS) in the east of south expanded health region of Minas Gerais, Brazil, between 2014 and 2018." Ciência e Natura 43 (May 18, 2021): e15-43558. http://dx.doi.org/10.5902/2179460x43558.

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Hospitalizations occur electively in cases with no imminent risk to life or in cases of urgency and emergency, which demand immediate medical assistance. In a Health Region, these hospitalizations are conducted in reference hospitals. This study aimed to analyse hospital admissions in the Eastern South Region of Minas Gerais, by comparing the number of urgency and emergency admissions with elective procedures admissions and with the number of urgency admissions with sensitive to primary care conditions (CSAP). This longitudinal-retrospective-descriptive study was conducted with Hospital Information System (SIH) data relative to the 2014-2018 interval. Altogether, there were registered 129,524 hospitalizations, with 17,546 (13.55%) being elective admissions and 111,978 (86.45%) urgency procedures. Of the urgency hospitalizations total, 20,108 (17.95%) were CASP hospitalizations. The frequency of urgency hospitalization was six times higher than the elective hospitalization one, and even SPCC emergency admissions exceeded the elective hospitalizations offer.

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Fardell, Kylie, Eileen Merriman, and Huyen Tran. "Thromboprophylaxis and elective surgery." Australian Prescriber 35, no. 2 (April 1, 2012): 39–42. http://dx.doi.org/10.18773/austprescr.2012.020.

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Tanaka, Kara S., and Rageshree Ramachandran. "Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students." Academic Pathology 8 (January 1, 2021): 237428952110068. http://dx.doi.org/10.1177/23742895211006846.

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In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

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Elton, Caroline, and Melanie Newport. "The reflective elective: using the elective to develop medical students' skills in career planning." British Journal of Hospital Medicine 69, no. 7 (July 2008): 409–11. http://dx.doi.org/10.12968/hmed.2008.69.7.30418.

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Hayashi, Mikio, Daisuke Son, Keiko Nanishi, and Masato Eto. "Long-term contribution of international electives for medical students to professional identity formation: a qualitative study." BMJ Open 10, no. 8 (August 2020): e039944. http://dx.doi.org/10.1136/bmjopen-2020-039944.

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ObjectivesGlobalisation has given medical university students the opportunity to pursue international electives in other countries, enhancing the long-term socialisation of medical professionals. This study identified the long-term effects of international electives on the professional identity formation of medical students.DesignThis is a qualitative study.SettingThe authors interviewed Japanese medical professionals who had completed their international electives more than 10 years ago, and analysed and interpreted the data using a social constructivism paradigm.ParticipantsA total of 23 medical professionals (mean age 36.4 years; range 33–42 years) participated in face-to-face, semistructured in-depth interviews.ResultsDuring the data analysis, 36 themes related to professional identity formation were identified, and the resulting themes had five primary factors (perspective transformation, career design, self-development, diversity of values and leadership). It was concluded that international electives for medical students could promote reflective self-relativisation and contribute to medical professional identity formation. Additionally, such electives can encourage pursuing a specialisation and academic or non-academic work abroad. International electives for medical students could contribute to medical professional identity formation on the basis of cross-cultural understanding.ConclusionsThis study addressed a number of issues regarding the long-term impact of international elective experiences in various countries on the professional identity formation of Japanese medical professionals. This study offers some guidance to mentors conducting international electives and provides useful information for professional identity formation development in medical professionals.

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Banerjee, Rahul, Paul George, Cedric Priebe, and Eric Alper. "Medical student awareness of and interest in clinical informatics." Journal of the American Medical Informatics Association 22, e1 (February 28, 2015): e42-e47. http://dx.doi.org/10.1093/jamia/ocu046.

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Abstract Objective We aimed to investigate medical students’ attitudes about Clinical Informatics (CI) training and careers. Materials and Methods We distributed a web-based survey to students at four US allopathic medical schools. Results Five hundred and fifty-seven medical students responded. Interest in CI training opportunities (medical school electives, residency electives, or academic fellowships) surpassed respondents’ prior awareness of these opportunities. Thirty percent of student respondents expressed at least some interest in a CI-related career, but they were no more aware of training opportunities than their peers who did not express such an interest. Discussion Almost one third of medical students who responded to our survey expressed an interest in a CI-related career, but they were generally unaware of CI training and mentoring opportunities available to them. Early outreach to such medical students, through elective classes, professional society incentives, or expert partnerships, may positively influence the size and skill set of the future CI workforce. Conclusion We should work as a field to increase the quantity, quality, and publicity of CI learning opportunities for interested medical students.

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Stacey, K., L. Sellers, and S. Barrett. "Pre-elective HIV postexposure prophylaxis clinic for medical students: design, protocol, uptake and effectiveness." International Journal of STD & AIDS 23, no. 9 (September 2012): 667–69. http://dx.doi.org/10.1258/ijsa.2009.009402.

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We sought to evaluate medical student need for HIV postexposure prophylaxis (PEP) prior to their elective and introduce a ‘Pilot PEP Clinic’. We undertook a survey of 388 medical students to assess their elective plans. All were offered an appointment in a clinic, assessed via a protocol and provided a PEP ‘starter-pack’ prescription if criteria were met. A follow-up questionnaire was sent to assess the acceptability of the clinic. The pre-elective questionnaire response rate was 232/388 (60%); 72/232 (31%) of respondents planned their elective in areas of high HIV prevalence and, of these, 32/72 (45%) attended the clinic. Of 32, 31 (97%) met the clinic protocol criteria and received a prescription for PEP. Of 32, 29 (90%) completed the follow-up questionnaire and every respondent rated the clinic as acceptable. The main concern was the cost of antiretroviral medications. We conclude that a ‘Pre-elective HIV PEP Clinic’ is an acceptable way to provide students with safe access to PEP prior to their elective.

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Zeller, W. Patrick, Thomas A. Moulton, John W. Corliss, Patricia Morse, Jerome J. Hannigan, and Robert G. Frazier. "Developing a clinical nutrition elective in medical education." Journal of Nutrition Education 18, no. 4 (August 1986): 164–66. http://dx.doi.org/10.1016/s0022-3182(86)80004-8.

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Sperry, R., F. M. Bishop, and N. Whitman. "Medical studentsʼ use of the elective fourth year." Academic Medicine 68, no. 7 (July 1993): 582. http://dx.doi.org/10.1097/00001888-199307000-00022.

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Houlden, Robyn L., Jamila B. Raja, Christine P. Collier, Albert F. Clark, and Jennifer M. Waugh. "Medical students’ perceptions of an undergraduate research elective." Medical Teacher 26, no. 7 (November 2004): 659–61. http://dx.doi.org/10.1080/01421590400019542.

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Hassanzadeh, Hamid, Varun Puvanesarajah, and Alan C. Dalkin. "Medical Management of Osteoporosis for Elective Spine Surgery." Clinical Spine Surgery 29, no. 4 (May 2016): 134–40. http://dx.doi.org/10.1097/bsd.0000000000000376.

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Tanous, Helene M. "198 SENIOR MEDICAL STUDENT ELECTIVE IN DIAGNOSTIC RADIOLOGY." Investigative Radiology 21, no. 9 (September 1986): S50. http://dx.doi.org/10.1097/00004424-198609000-00216.

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Cole, Leonard A., Brenda Natal, Adam Fox, Arthur Cooper, Cheryl A. Kennedy, Nancy D. Connell, Gregory Sugalski, Miriam Kulkarni, Michael Feravolo, and Sangeeta Lamba. "A Course on Terror Medicine: Content and Evaluations." Prehospital and Disaster Medicine 31, no. 1 (January 11, 2016): 98–101. http://dx.doi.org/10.1017/s1049023x15005579.

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AbstractIntroductionThe development of medical school courses on medical responses for disaster victims has been deemed largely inadequate. To address this gap, a 2-week elective course on Terror Medicine (a field related to Disaster and Emergency Medicine) has been designed for fourth year students at Rutgers New Jersey Medical School in Newark, New Jersey (USA). This elective is part of an overall curricular plan to broaden exposure to topics related to Terror Medicine throughout the undergraduate medical education.RationaleA course on Terror Medicine necessarily includes key aspects of Disaster and Emergency Medicine, though the converse is not the case. Courses on Disaster Medicine may not address features distinctively associated with a terror attack. Thus, a terror-related focus not only assures attention to this important subject but to accidental or naturally occurring incidents as well.MethodsThe course, implemented in 2014, uses a variety of teaching modalities including lectures, videos, and tabletop and hands-on simulation exercises. The subject matter includes biological and chemical terrorism, disaster management, mechanisms of injury, and psychiatry. This report outlines the elective’s goals and objectives, describes the course syllabus, and presents outcomes based on student evaluations of the initial iterations of the elective offering.ResultsAll students rated the course as “excellent” or “very good.” Evaluations included enthusiastic comments about the content, methods of instruction, and especially the value of the simulation exercises. Students also reported finding the course novel and engaging.ConclusionAn elective course on Terror Medicine, as described, is shown to be feasible and successful. The student participants found the content relevant to their education and the manner of instruction effective. This course may serve as a model for other medical schools contemplating the expansion or inclusion of Terror Medicine-related topics in their curriculum.ColeLA, NatalB, FoxA, CooperA, KennedyCA, ConnellND, SugalskiG, KulkarniM, FeravoloM, LambaS. A course on Terror Medicine: content and evaluations. Prehosp Disaster Med. 2016;31(1):98–101.

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Moxley, Meaghan C., Elizabeth Lamos, and Rana Malek. "Endocrinology in the Time of Coronavirus: A Virtual Endocrinology Elective for Medical Students." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A340—A341. http://dx.doi.org/10.1210/jendso/bvab048.694.

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Abstract Introduction: During the COVID-19 pandemic, the Association of American Medical Colleges recommended that medical students halt in-person learning. Our institution created a competency based virtual endocrinology elective to provide continued clinical experience with a focus on type 2 diabetes (T2DM) and health equity in diabetes care. Methods: A 4-week virtual endocrinology elective alternated between different mini-rotations to maximize exposure to inpatient and outpatient endocrine care, as well as self-directed and faculty/fellow directed educational experiences. Post-elective surveys assessed student satisfaction with elective components and change in comfort levels with T2DM management and social determinants of health (SDH) on diabetes care. Results: Overall, 87% (n=13) of students were “extremely satisfied” with the elective. Increased comfort was seen with management of type 2 DM and the impact of SDH on DM care (DM 88% neutral/uncomfortable to 94% comfortable, SDH 50% neutral/uncomfortable to 94% comfortable). Students were satisfied with the quality of patient care and requested opportunities for more direct involvement. Conclusions: This virtual endocrine elective shows that curricula can be creatively designed to educate students in endocrinology, assess students across core competencies, and demonstrate impacts of telehealth and social determinants of health on endocrine and patient care.

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Gomes, Marcela Símaro, Mara Quaglio Chirelli, and Elisabete Takeda. "Elective Educational Unit: International Exchange Experience in Undergraduate Medical Training." Revista Brasileira de Educação Médica 43, no. 3 (July 2019): 196–203. http://dx.doi.org/10.1590/1981-52712015v43n3rb20180225.

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ABSTRACT As part of the integrated curriculum, the Elective Educational Unity (EEU) is a tool to support knowledge construction and student autonomy during undergraduate training. The international exchange for undergraduates therefore aims to explore potentialities and challenges within a pedagogical perspective through the experience and understanding ofdiverse educational institutions and health services, through prolonged contact with other professionals and students. One constructive strategy of an elective internship is in conjunction with student associations. This report intends to contribute to medical education by reflecting on how the international elective internship impacts on medical training, analysing its potentialities and challenges. The reportaddresses the steps in accomplishing the exchange, presenting the activities developed in the experience, highlightingthe observed objectives and results, along with reflections on the experience. It is ascertained that the international exchange stimulates the experience, recognition and understanding of other cultures; it helps students build autonomy and stimulates a critical reflexive view which promotes knowledge construction, raising the student’s awareness of his own social responsibility as a health professional. Therefore, the Elective Educational Unit encourages the student to elect the exchange as a curricular activity, it supports him on choosing a study area and international or national institution of interest, with the option to liaise with other organizations, for example the student organization. Unquestionably, personal growth is one of the consequences through learning about diversecultures and making new friendships and partnerships between different countries. However, there are challenges, such as adaptation to another cultural context, affective detachment and the understanding that different places have distinct historical, social, economic contexts from one another. Thus, advances and changes are proposed to improve the Elective Educational Unit, stimulating greater student participation in international experiences during undergraduate training, as well as underlining the importance of the supervisor’s role in the elective planning process.

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Sargon, Mustafa F. "Bologna Process: elective lectures and internships in medical curriculum and the role of anatomy electives." Anatomy 11, no. 3 (December 1, 2017): 137–40. http://dx.doi.org/10.2399/ana.17.041.

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Kurtz, Sherron C., and Lisa Wright Eichelberger. "Developing a perioperative nursing elective." AORN Journal 70, no. 5 (November 1999): 879–86. http://dx.doi.org/10.1016/s0001-2092(06)61306-9.

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Gómez, F. Hernàndez, A. Segura Vives, E. Basilio Bonet, M. A. Blasco Blanco, P. Caride García, and M. Galera Rodriguez. "Prophylaxis in Elective Colorectal Surgery." Drugs 35, Supplement 2 (1988): 161–62. http://dx.doi.org/10.2165/00003495-198800352-00034.

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