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Journal articles on the topic 'Medical student. eng'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Silva, Gabriel Mendes Corrêa da, Amanda Ribeiro Borges, Oscarina da Silva Ezequiel, Alessandra Lamas Granero Lucchetti, and Giancarlo Lucchetti. "Comparison of students’ motivation at different phases of medical school." Revista da Associação Médica Brasileira 64, no. 10 (2018): 902–8. http://dx.doi.org/10.1590/1806-9282.64.10.902.

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SUMMARY INTRODUCTION: Knowledge about student motivation allows educators to broaden their understanding and to establish strategies that make it possible to enhance motivation. OBJECTIVES To investigate the levels of student motivation at different phases of medical education, comparing incoming students' motivation with that of those at the end of their studies, as well as during the different preclinical, clinical, and clerkship cycles. METHOD: Cross-sectional study including students from a Brazilian public university. The questionnaire included sociodemographic data and the Academic Motiv

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Levy, Kathryn, Pei C. Grant, Christopher W. Kerr, David J. Byrwa, and Rachel M. Depner. "Hospice Patient Care Goals and Medical Students’ Perceptions: Evidence of a Generation Gap?" American Journal of Hospice and Palliative Medicine® 38, no. 2 (2020): 114–22. http://dx.doi.org/10.1177/1049909120934737.

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Background: The ability to perceive care goals of the dying may be an indicator of future quality patient-centered care. Research conducted on end-of-life goals indicates discrepancies between patients and physicians. Objective: The aim of this study is to compare end-of-life care goals of hospice patients and medical student perceptions of patient care goals. Design: Hospice patients and medical students were surveyed on their care goals and perceptions, respectively, using an 11-item survey of goals previously identified in palliative care literature. Medical student empathy was measured usi

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Govyazina, T. N., and Yu A. Utochkin. "Assessment of basic behavioural risks concerning health of students attending Medical University." Health Risk Analysis, no. 1 (January 2017): 84–90. http://dx.doi.org/10.21668/health.risk/2017.1.09.eng.

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Modi, Anita, Michele Fascelli, Zachary Daitch, and Mohammadreza Hojat. "Evaluating the Relationship Between Participation in Student-Run Free Clinics and Changes in Empathy in Medical Students." Journal of Primary Care & Community Health 8, no. 3 (2016): 122–26. http://dx.doi.org/10.1177/2150131916685199.

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Purpose: We explored differences in changes in medical student empathy in the third year of medical school between volunteers at JeffHOPE, a multisite medical student–run free clinic of Sidney Kimmel Medical College (SKMC), and nonvolunteers. Method: Volunteerism and leadership experience at JeffHOPE were documented for medical students in the Class of 2015 (n = 272) across their medical educations. Students completed the Jefferson Scale of Empathy at the beginning of medical school and at the end of the third year. Students who reported participation in other Jefferson-affiliated clinics (n =

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Belyaeva, V. A. "Stress before exams as a risk factor causing functional disorders in the cardiovascular system in students with different metabolic status." Health Risk Analysis, no. 4 (December 2020): 147–55. http://dx.doi.org/10.21668/health.risk/2020.4.17.eng.

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Students who attend a medical HEE often face strain in their adaptation mechanisms when preparing for exams; it can create substantial preconditions for functional deregulation in body systems. The articles outlines some results obtained via examining heart rate variability (HRV) in students of the 2nd and the 3rd year attending the North Ossetia State Medical Academy who had different metabolic status in a period prior to exams. Our research goal was to assess the state of the vegetative nervous system and regulatory systems in students with different metabolic status (BMI< 25; BMI=25–29.9

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Belyaeva, V. A. "Stress before exams as a risk factor causing functional disorders in the cardiovascular system in students with different metabolic status." Health Risk Analysis, no. 4 (December 2020): 147–55. http://dx.doi.org/10.21668/health.risk/2020.4.17.eng.

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Students who attend a medical HEE often face strain in their adaptation mechanisms when preparing for exams; it can create substantial preconditions for functional deregulation in body systems. The articles outlines some results obtained via examining heart rate variability (HRV) in students of the 2nd and the 3rd year attending the North Ossetia State Medical Academy who had different metabolic status in a period prior to exams. Our research goal was to assess the state of the vegetative nervous system and regulatory systems in students with different metabolic status (BMI< 25; BMI=25–29.9

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Whittaker, Naomi, Helen S. Uong, Evan Kirschner, and Peter T. Silberstein. "The potential of a medical student patient navigator program: An analysis of partners against cancer." Journal of Clinical Oncology 30, no. 34_suppl (2012): 34. http://dx.doi.org/10.1200/jco.2012.30.34_suppl.34.

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34 Background: The Partners Against Cancer (PAC) program pairs first and second year medical student volunteers with individual cancer patients in need at the Division of Hematology/Oncology at Creighton University Medical Center. A review of the scientific literature yields no publications about student run programs at medical institutions pairing students with cancer patients. Methods: Prior to beginning the program, each student completed an entry survey. While in the program, students were asked to submit log entries after each patient encounter. A total of 137 student logs from 30 student

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Ata, Maliha, Rozina Hoque, Asma Mostafa, and Happy Rani Barua. "Library Usage by the Medical Students of a Tertiary Medical College in Chattogram." Chattagram Maa-O-Shishu Hospital Medical College Journal 19, no. 1 (2020): 38–42. http://dx.doi.org/10.3329/cmoshmcj.v19i1.48801.

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Background: The medical college library plays an important role in enhancing theacademic achievements of medical students. In order to improve the quality oflibrary services this study provided an assessment of the impact of the libraryservices on undergraduate medical student learning behavior. Materials and methods: This was a cross-sectional descriptive type of study. Thestudy used a self-designed questionnaire. The study sample was 200 undergraduatemedical students. The questionnaire was administered to them at the end of theirlecture class. Results: The primary reason for goin

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Govyazina, T. N., and Yu A. Utochkin. "Contraceptive behavior as risk factor for reproductive health of junior students attending a medical university." Health Risk Analysis, no. 2 (February 2017): 88–95. http://dx.doi.org/10.21668/health.risk/2017.2.09.eng.

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Diver, Ruth, Thelma Quince, Stephen Barclay, et al. "Palliative care in medical practice: medical students' expectations." BMJ Supportive & Palliative Care 8, no. 3 (2018): 285–88. http://dx.doi.org/10.1136/bmjspcare-2017-001486.

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ObjectivesDuring their careers, all doctors will be involved in the care of the dying, and this is likely to increase with current demographic trends. Future doctors need to be well-prepared for this. Little is known about medical students’ expectations about providing palliative care. Our aim was to investigate how satisfying students expect palliative care to be, and any attitudes towards palliative care associated with a negative expectation.MethodsFifteen UK medical schools participated in the study, with 1898 first and final year students completing an online questionnaire which investiga

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Bassin, Sandhya, and Sara E. Lubitz. "Endocrine Elective Primer for Medical Students." Journal of the Endocrine Society 5, Supplement_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

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Schwartz, Andrea, and Kristen Schaefer. "A Longitudinal Aging and End-of-Life Care Curriculum for Medical Students Using the Geriatric 5Ms Framework." Innovation in Aging 4, Supplement_1 (2020): 9. http://dx.doi.org/10.1093/geroni/igaa057.029.

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Abstract Medical student training in geriatrics and palliative care is critical to prepare them to care for older adults and those facing serious illness. We created a longitudinal Aging and End of Life Care Curriculum at Harvard Medical School, using Kern’s Curriculum Design Model. We conducted a focused needs assessment survey with course and clerkship directors, then implemented curricula based on the AAMC and Hartford Foundation’s 26 learning objectives in Geriatrics (Leipzig et al, Acad Med 2009), and “Raising the Bar for the care of seriously ill patients” which established competencies

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Sherrier, William, Teresa Brennan, and Ali Rabatsky. "Chiropractic student attitudes toward team-based learning." Journal of Chiropractic Education 30, no. 2 (2016): 121–23. http://dx.doi.org/10.7899/jce-15-17.

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Objective: The purpose of this study was to measure chiropractic student attitudes toward team-based learning (TBL) to determine if they are similar to those of medical students and to help clarify existing evidence regarding student perceptions of TBL. Method: Two consecutive cohorts of chiropractic students enrolled in a course that used weekly TBL activities completed an adaptation of the value of teams survey at the end of the term. Chi square analysis was used to assess for differences in scores between the beginning and end of the term. Results: The students did value the TBL process (χ2

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Río, Asunción Álvarez-del, Ma Luisa Marván, and Julieta Gómez Avalos. "Facing Death in Medical Training." OMEGA - Journal of Death and Dying 80, no. 3 (2017): 340–54. http://dx.doi.org/10.1177/0030222817729611.

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This study explores how medical students feel about caring for terminally ill patients as well as how their medical courses prepare them for addressing end-of-life (EOL) issues with patients. Four hundred and five Mexican medical students were surveyed through the Student Views on Death questionnaire. The vast majority of students (94%) felt that physicians should inform patients of their impending death. Most students said they felt comfortable talking with (61%) or examining (76%) terminally ill patients. However, only half the students actually talked with patients about death. Participants

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Awad, Ayman M., Abdulhadi A. AlAmodi, Mohammad A. Shareef, et al. "The summer premedical program for matriculating medical students: a student-led initiative." Advances in Physiology Education 38, no. 1 (2014): 56–61. http://dx.doi.org/10.1152/advan.00085.2013.

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The freshman academic year is one of the most difficult years that a medical student experiences in his/her academic life at a medical school. Freshmen are frequently faced with several challenges, such as adaptation to a new academic environment and its associated different methods of teaching, learning, skills, and assessment. The aim of this study was to describe a 4-wk innovative summer premedical program developed by senior medical students at the College of Medicine, Alfaisal University, in an attempt to improve/smooth the experience(s) of prospective freshmen. This report describes the

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Nierenberg, David W. "The Challenge of “Teaching” Large Groups of Learners: Strategies to Increase Active Participation and Learning." International Journal of Psychiatry in Medicine 28, no. 1 (1998): 115–22. http://dx.doi.org/10.2190/ef68-j848-lah1-n8ql.

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While teaching in a tutorial, seminar, or problem-based learning group format may be the most fun and most active/interactive for both learner and faculty mentor, there are situations in medical student education in which various constraints require the use of the “lecture” format. Similar constraints may occur in the field of continuing medical education, or graduate medical education, as well. When this occurs, the faculty mentor can increase the active participation of the learners in the audience by continuously stressing seven key pedagogical (androgogical) principles. These include: 1) b

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Rothe, Eugenio M., and Rodolfo Bonnin. "Utilizing Psychodynamic Principles to Teach Professionalism to Medical Students Through an Innovative Curriculum." Psychodynamic Psychiatry 48, no. 4 (2020): 477–97. http://dx.doi.org/10.1521/pdps.2020.48.4.477.

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Professionalism is a fundamental expectation of practicing medicine and a core competency in medical education, yet the methods of how to teach and evaluate it are still experimental. Professionalism involves self-reflection, a psychodynamic understanding of the patient's and the doctor's predicament, and conflict resolution, so psychiatrists are uniquely qualified to teach it. This article describes an innovative course that utilizes psychodynamic principles to teach professionalism to medical students. The authors present a novel 2-year curriculum for teaching professionalism to first- and s

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Azzi, Jayson, Dalia Karol, Tayler Bailey, and Christopher Jerome Ramnanan. "MEDTalks: a student-driven program to enhance undergraduate student understanding and interest in medical schools in Canada." Journal of Educational Evaluation for Health Professions 16 (May 22, 2019): 13. http://dx.doi.org/10.3352/jeehp.2019.16.13.

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Given the lack of programs geared towards educating undergraduate students about medical school, the purpose of this study was to evaluate whether a medical student–driven initiative program, MEDTalks, enhanced undergraduate students’ understanding of medical school in Canada and stimulated their interest in pursuing medicine. The MEDTalks program, which ran between January and April 2018 at the University of Ottawa, consisted of 5 teaching sessions, each including large-group lectures, small-group case-based learning, physical skills tutorials, and anatomy lab demonstrations, to mimic the typ

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Hopper, Mari K., and Daniela A. Brake. "Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula." Advances in Physiology Education 42, no. 4 (2018): 685–92. http://dx.doi.org/10.1152/advan.00149.2018.

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A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in th

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Jackson, T. A., and D. J. R. Evans. "Can medical students teach? A near-peer-led teaching program for year 1 students." Advances in Physiology Education 36, no. 3 (2012): 192–96. http://dx.doi.org/10.1152/advan.00035.2012.

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The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ∼30 students/group, and an ac

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Molinaro, Ross J., Anne M. Winkler, Colleen S. Kraft, et al. "Teaching Laboratory Medicine to Medical Students: Implementation and Evaluation." Archives of Pathology & Laboratory Medicine 136, no. 11 (2012): 1423–29. http://dx.doi.org/10.5858/arpa.2011-0537-ep.

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Context.—Laboratory medicine is an integral component of patient care. Approximately 60% to 70% of medical decisions are based on laboratory results. Physicians in specialties that order the tests are teaching medical students laboratory medicine and test use with minimal input from laboratory scientists who implement and maintain the quality control for those tests. Objective.—To develop, implement, and evaluate a 1.5-day medical student clinical laboratory experience for fourth-year medical students in their last month of training. Design.—The experience was devised and directed by laborator

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Kopeć, Grzegorz, Wojciech Magoń, Mateusz Hołda, and Piotr Podolec. "Competency in ECG Interpretation Among Medical Students." Medical Science Monitor 21 (November 6, 2015): 3386–94. http://dx.doi.org/10.12659/msm.895129.

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Jain, Samyak, and Maryam Hussein. "Medical students and end‐of‐life consultations." Clinical Teacher 18, no. 3 (2021): 317. http://dx.doi.org/10.1111/tct.13341.

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Arebalos, Monica Rose, Faun Lee Botor, Edward Simanton, and Jennifer Young. "Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved." Medical Science Educator 31, no. 5 (2021): 1639–43. http://dx.doi.org/10.1007/s40670-021-01350-7.

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AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students intera

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Esquerda, Montserrat, Ana Isabel Parra, Anna M. Agustí, and Josep Pifarre. "Fear of Death in Medical Students 1998-2019." Studia Universitatis Babeş-Bolyai Bioethica 66, Special Issue (2021): 74–75. http://dx.doi.org/10.24193/subbbioethica.2021.spiss.44.

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"Medical students are close in their daily work with the world of suffering and death, living with pain and loss, without having received in general any regulated preparation to face it. This lack of training is associated with a sociocultural context that avoids speaking or approaching death, making it difficult for the medical student and the professionals themselves to develop the concept of death, adequate coping strategies, talking about complex decision-making at the end of life, acceptance of limitations or more generally to palliative medicine. This fear of death can hinder ethical dec

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Gjertson, Carl K., Yousef Mohammadi, Michael C. Lipke, and Chandru P. Sundaram. "An Innovative Medical Student Clinical Clerkship in Advanced Urologic Laparoscopy: A Preliminary Experience." Journal of Endourology 22, no. 6 (2008): 1345–50. http://dx.doi.org/10.1089/end.2008.0057.

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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 (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 cur

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Carroll, R. G., and M. G. Lee-Tyson. "Evaluation of a summer enrichment physiology course for matriculating medical students." Advances in Physiology Education 267, no. 6 (1994): S87. http://dx.doi.org/10.1152/advances.1994.267.6.s87.

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A summer enrichment physiology course for matriculating medical students has met a number of short-term goals, including bringing the students to the level of average medical student performance by the end of the summer. The long-term benefit of the program was evaluated by constructing a prospective expectation for each member of the medical class. Physiology grades obtained by past medical students were regressed on their undergraduate grades and MCAT scores. This regression model was used in a prospective manner to predict a physiology course grade for the entering class. Six of the seven s

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Livingston, Gill, Stuart Cox, Cornelius Katona, and Mary Robertson. "Assessment of psychiatric teaching: examining examinations." Psychiatric Bulletin 22, no. 12 (1998): 726–28. http://dx.doi.org/10.1192/pb.22.12.726.

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Aims and methodThe study set out to consider whether the ‘end-of-firm’ examination in psychiatry fulfils its goals by examining the internal consistency of the end-of-firm examination and final medical board examination and the correlation between these examinations' scores and sub-scores. Students who failed their end-of-firm examination were followed to monitor their progress at final medical board examinations.ResultsOne hundred and eighty students sat end-of-firm examinations and final medical board examinations. All the components of the end-of-firm examinations and the final correlated s

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Hope, David, Avril Dewar, Eleanor J. Hothersall, John Paul Leach, Isobel Cameron, and Alan Jaap. "Measuring differential attainment: a longitudinal analysis of assessment results for 1512 medical students at four Scottish medical schools." BMJ Open 11, no. 9 (2021): e046056. http://dx.doi.org/10.1136/bmjopen-2020-046056.

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ObjectiveTo measure Differential Attainment (DA) among Scottish medical students and to explore whether attainment gaps increase or decrease during medical school.DesignA retrospective analysis of undergraduate medical student performance on written assessment, measured at the start and end of medical school.SettingFour Scottish medical schools (universities of Aberdeen, Dundee, Edinburgh and Glasgow).Participants1512 medical students who attempted (but did not necessarily pass) final written assessment.Main outcome measuresThe study modelled the change in attainment gap during medical school

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Minor, Suzanne, Sarah E. Stumbar, and Rodolfo Bonnin. "Impact of the Introduction of the Clinical Science Mastery Series on Family Medicine NBME Subject Examination Performance." Family Medicine 51, no. 8 (2019): 687–90. http://dx.doi.org/10.22454/fammed.2019.253577.

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Background and Objectives: Many medical schools assess student clinical knowledge using the National Board of Medical Examiners (NBME) subject examinations. The Family Medicine Clinical Science Mastery Series (CSMS) self-assessments, which are made up of former Family Medicine NBME examination questions, became available in September 2017. They provide students with realistic practice questions and immediate performance feedback. To further assess the utility of various study tools available to our students, this study investigated the impact of the CSMS self-assessments for family medicine on

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Cyr, Peggy R., Julie M. Schirmer, Victoria Hayes, Corinn Martineau, and Meghan Keane. "Integrating Interprofessional Case Scenarios, Allied Embedded Actors, and Teaching Into Formative Observed Structured Clinical Exams." Family Medicine 52, no. 3 (2020): 209–12. http://dx.doi.org/10.22454/fammed.2020.760357.

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Background and Objectives: Interprofessional education is a critical component of medical student training, yet it is often difficult to implement. Medical students who learn with, from, and about learners from other disciplines have been shown to create more effective and safe health care teams. The investigators wanted to know how participating in two interprofessional observed structured clinical exams (OSCEs) at Tufts University School of Medicine (TUSM) would affect changes in medical students’ attitudes and values in interprofessional teamwork. Methods: For the academic years 2017 and 20

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Ivanov, V. Yu, E. I. Shubochkina, and E. M. Ibragimova. "The employment of high school pupils and vocational school students: medical and social aspects, health risks, approaches to optimization." Health Risk Analysis, no. 2 (February 2016): 28–35. http://dx.doi.org/10.21668/health.risk/2016.2.04.eng.

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Walsh, Kieran. "Medical student–run education: the next steps." Canadian Journal of Surgery 57, no. 5 (2014): E150. http://dx.doi.org/10.1503/cjs.006514.

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Chizhkova, M. B. "Adaptation Dynamics of the First-Year Students to the Educational Environment of the Medical University." Bulletin of Kemerovo State University 21, no. 4 (2019): 1039–49. http://dx.doi.org/10.21603/2078-8975-2019-21-4-1039-1049.

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The paper features the changes that take place in the process of adaptation of first-year students to the educational environment of the medical university during the first year of study. The methods research included diagnostic tools and methods of data processing, e.g. T.D. Dubowitzka and A. V. Krylova's technique "Adaptation of students at the university", questionnaire "Student Anxiety" in J. Taylor’s modification, φ-Fisher conversion multifunctional criterion and t-Student parametric criterion for dependent samples. A statistical analysis made it possible to make certain conclusions about

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Agnihotri, Gaurav. "Boosting anatomy teaching of MBBS first year students using a quality circle module-A personalized perspective." National Journal of Clinical Anatomy 06, no. 04 (2017): 286–90. http://dx.doi.org/10.1055/s-0039-1700756.

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Abstract Background and aims : In Medical education scenario, a ‘quality circle’ comprises of a small group of individuals who perfonn voluntarily quality control activity. The present study aims to implement the ‘quality circle concept’ in anatomy teaching of first year MBBS students and gauge the effects. The study also assesses the success of the quality circle module based on student satisfaction levels at the end of the course. Materials and methods: A quality circle was fonnulated at the beginning of the MBBS first year course in the anatomy department at Government medical college, Amri

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Alimoglu, Mustafa Kemal, Erol Gurpinar, Sumer Mamakli, and Mehmet Aktekin. "Ways of coping as predictors of satisfaction with curriculum and academic success in medical school." Advances in Physiology Education 35, no. 1 (2011): 33–38. http://dx.doi.org/10.1152/advan.00100.2010.

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The purpose of the present study was to determine the coping strategies of medical students and to investigate the effects of coping strategies on student satisfaction and academic achievement with different instruction methods. A total of 152 medical students was followed throughout the first 2 yr of medical education between 2008 and 2010. Students completed a sociodemographic questionnaire and revised form of the Ways of Coping questionnaire both at the beginning of the first year and at the end of the second year. These forms provided data about the characteristics and main coping strategi

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Jirau-Rosaly, Wanda, Shilpa P. Brown, Elena A. Wood, and Nicole Rockich-Winston. "Integrating an Interprofessional Geriatric Active Learning Workshop Into Undergraduate Medical Curriculum." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052092368. http://dx.doi.org/10.1177/2382120520923680.

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Purpose: The aging population in the United States poses a substantial challenge to our health care system, and particularly affects the training of physicians in geriatric care. To introduce undergraduate medical students to a variety of clinical skills and concepts emphasized in geriatrics, we created an interprofessional geriatric workshop and examined changes in student perceptions of working in interprofessional teams, knowledge regarding geriatric concepts, perceptions of the pre-work material, and suggestions for curricular improvement to enhance the workshop for future students. Method

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Noordin, Nooreen, and Laleh Khojasteh. "The Effects of Electronic Feedback on Medical University Students’ Writing Performance." International Journal of Higher Education 10, no. 4 (2021): 124. http://dx.doi.org/10.5430/ijhe.v10n4p124.

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This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical stud

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Tereszko, A., K. Drozdowicz, M. Szymura, et al. "Burnout and neurotic symptoms among medical students." European Psychiatry 33, S1 (2016): S327—S328. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1133.

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IntroductionMedical studies are considered one of the most stressful majors and the medical profession is one of the most at risk of burnout. Some studies indicate the presence of symptoms of burnout already in the early stages of career, or even before it started, i.e. during studies preparing for the profession. Medical studies may be such a case and it can affect the mental health deterioration and cause the occurrence of both burnout and neurotic symptoms.ObjectivesAssessment of the impact of the course of studies on mental health of students and the risk of rapid burnout.AimEstimation of

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Owuor, Collins, Dorothy Tshombe, Alloys Musuya, and Grace Otieno. "FACTORS AFFECTING STUDENTS, ASSESSMENTS PERFORMANCE: CASE OF KENYA MEDICAL TRAINING COLLEGE (AN OPERATIONAL STUDY OF KMTC)." African Journal of Education and Practice 7, no. 2 (2021): 30–49. http://dx.doi.org/10.47604/ajep.1257.

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Purpose: The study assessed the influence of both intrinsic and extrinsic factors and students perceptions. While student and teacher-related factors constitute the intrinsic factors, parents and the government on the other hand are examples of the extrinsic factors. This research project focuses on assessing the factors that contribute and influence KMTC students’ performance with an aim of establishing ways to improve their performances in examinations and assessments. Methodology: A mixed and descriptive cross-sectional research design was utilized involving a study of both intrinsic

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Tamimie, Emily, and Marilyn R. Gugliucci. "KEY LEARNING FOR TWELVE UNECOM MEDICAL STUDENTS IMMERSED FOR 48 HOURS IN AN ACUTE CARE HOSPICE HOME DURING 2017-18." Innovation in Aging 3, Supplement_1 (2019): S849. http://dx.doi.org/10.1093/geroni/igz038.3124.

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Abstract Introduction: Most US medical schools are not able to provide practical experiences in end-of-life or palliative care. The University of New England College of Osteopathic Medicine Learning by Living 48 Hour Hospice Home Immersion (HHI) Project provides intense learning for second through fourth year medical students. Students are immersed into an acute care 18-bed in-patient hospice home for 48 hours to provide patient care, family support, and post-mortem. Students work with an Interprofessional staff team and independently. Methods: The HHI utilizes qualitative ethnographic/autobio

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Haspel, Richard L., Parul Bhargava, Hannah Gilmore, et al. "Successful Implementation of a Longitudinal, Integrated Pathology Curriculum During the Third Year of Medical School." Archives of Pathology & Laboratory Medicine 136, no. 11 (2012): 1430–36. http://dx.doi.org/10.5858/arpa.2011-0539-ep.

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Context.—There are few published examples of pathology instruction during the clinical years of medical student training. This lack of exposure to pathology may lead to poor understanding of laboratory testing and the role of pathologists in patient care. Objective.—To design, implement, and evaluate a pathology curriculum integrated into a longitudinal clerkship for third-year medical students. Design.—The curriculum includes an introductory session during the transition week course, pathologist participation in longitudinal student case conferences, and a pathology elective. The curriculum w

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Mohsin, Syed Umer, Yahya Ibrahim, and Diane Levine. "Teaching medical students to recognise and report errors." BMJ Open Quality 8, no. 2 (2019): e000558. http://dx.doi.org/10.1136/bmjoq-2018-000558.

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BackgroundMedical student error reporting can potentially be increased through patient safety education, culture change and by teaching students how to report errors. There is scant literature on what kinds of errors students see during clinical rotations. The authors developed an intervention to better understand what kinds of errors students see and to train them to identify and report errors.MethodsA safety curriculum was delivered during the Medicine clerkship for the academic year 2015–2016. Prior to the workshop, students completed a preintervention survey to determine whether they had r

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Christensen, Erin, Kara Webber, Janet L. Kelly, Stanley S. Weber, and Teresa A. O'Sullivan. "Evaluation of a Longitudinal Institutional Advanced Pharmacy Practice Model." INNOVATIONS in pharmacy 9, no. 3 (2018): 2. http://dx.doi.org/10.24926/iip.v9i3.992.

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 Objective: To evaluate a longitudinal experiential training model for advanced pharmacy practice experiences (APPEs). Innovation: A six-month longitudinal pilot program named the Focused Institutional Longitudinal Experience (FILE) program was developed at two academic medical centers to maximize active participation of the student and minimize the time spent orienting and onboarding students to each APPE experience. A unique component of the FILE program is the longitudinal service project, which involved a medication use evaluation, including a review of published literature and

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Gadoud, Amy, Wei-Hsin Lu, Lisa Strano-Paul, Susan Lane, and Jason W. Boland. "A pilot study of interprofessional palliative care education of medical students in the UK and USA." BMJ Supportive & Palliative Care 8, no. 1 (2017): 67–72. http://dx.doi.org/10.1136/bmjspcare-2016-001267.

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BackgroundEducating medical students to care for patients at the end-of-life is increasingly recognised as an essential component of training. Traditionally, medical student programmes are run by doctors, but patient care is delivered by an interprofessional team. Our programmes in the UK and USA independently developed a teaching experience led by an interprofessional team of palliative care health professionals.ObjectivesThis study explores the palliative care health professionals’ perceptions, regarding their unique role in medical student palliative care education.MethodsThis is the first

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Fino, E., M. Martoni, and P. M. Russo. "Specific mindfulness traits protect against negative effects of trait anxiety on medical student wellbeing during high-pressure periods." Advances in Health Sciences Education 26, no. 3 (2021): 1095–111. http://dx.doi.org/10.1007/s10459-021-10039-w.

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AbstractMedical education is highly demanding and evidence shows that medical students are three times more susceptible to deteriorating physical and mental health than the average college student. While trait anxiety may further increase such risk, little is known about the role of trait mindfulness in mitigating these effects. Here we examine the protective role of specific mindfulness facets as mediators in pathways from trait anxiety to perceived stress, psychosomatic burden and sleep-wake quality in medical students, across repeated measurements throughout the first trimester of the schoo

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Rosenthal, Susan, Yvette Schlussel, Mary Bit Yaden, et al. "Persistent Impostor Phenomenon Is Associated With Distress in Medical Students." Family Medicine 53, no. 2 (2021): 118–22. http://dx.doi.org/10.22454/fammed.2021.799997.

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Background and Objectives: Medical student distress and mental health needs are critical issues in undergraduate medical education. The imposter phenomenon (IP), defined as inappropriate feelings of inadequacy among high achievers is linked to psychological distress. We investigated the prevalence of IP among first-year medical school students and its association with personality measures that affect interpersonal relationships and well-being. Methods: Two hundred fifty-seven students at a large, urban, northeastern medical school completed the Clance Impostor Phenomenon Scale (CIPS), Jefferso

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Osman, Hibah, Katia El Jurdi, Ramzi Sabra, and Thalia Arawi. "Respecting patient choices: using the ’Go Wish' cards as a teaching tool." BMJ Supportive & Palliative Care 8, no. 2 (2017): 194–97. http://dx.doi.org/10.1136/bmjspcare-2017-001342.

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BackgroundIndividuals have different values and priorities that can have an important impact on their medical management. Understanding this concept can help physicians provide medical care that is in line with the goals of their patients. Communicating this message effectively to students is challenging.ObjectiveTo report our experience with using Go Wish cards in the medical education setting.DesignA thematic analysis of student reflection papers using grounded theory.Setting/SubjectsSecond-year medical students participated in an activity using the Go Wish cards as part of a course module o

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Goud, BKM, S. Begam, B. Zaki, and S. Haridas. "Perceptions and Performance of Undergraduate Medical Students in Objective Structured Practical Examinations (OSPE) in Biochemistry at Rak Medical and Health Sciences University (Rakmhsu), UAE." Journal of Universal College of Medical Sciences 2, no. 4 (2015): 54–61. http://dx.doi.org/10.3126/jucms.v2i4.12071.

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INTRODUCTION: Health educators and accrediting bodies have defined objectives and competencies that medical students need to acquire to become a safe doctor. The present study was done to determine the student perception and satisfaction regarding OSPE as an assessment method of laboratory practical sessions in Biochemistry. MATERIAL AND METHODS: During OSPE sessions hundred MBBS first year students were divided into 3 different batches. These students were asked to rotate around 10 different working stations. Each station designed to complete a task comfortably within 5 minutes. One or two re

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