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Dissertations / Theses on the topic 'Medical students Medical education'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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

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Background Transgender individuals face numerous health disparities and report negative experiences with health care providers related to their gender identity. Significant gaps in medical education regarding transgender health persist despite calls for increased sexual and gender minority content. The purpose of this student‐led study was to assess the effectiveness of a half‐day educational intervention on first‐ and second‐year medical students’ attitudes and knowledge of transgender health. Methods Students and faculty members collaborated to develop an educational session on transgender health. This content was presented to first‐ and second‐year medical students at Integrated Grand Rounds, a pedagogical method in which basic science and clinical faculty members co‐present didactic content interspersed between live patient interviews and student‐led small group discussions. Student participants (n = 138) completed voluntary 9‐item pre‐ and post‐session surveys assessing comfort with and knowledge of transgender medicine. Results Students’ comfort with and perceived knowledge about transgender patients increased significantly between pre‐ and post‐test. Students’ knowledge of transgender medicine standards of care also improved, though not all items reached significance. Discussion A half‐day educational intervention improved many facets of medical students’ attitudes and knowledge about transgender patients. The significant disparities in physical health, mental health and access to care currently experienced by transgender persons in the United States warrants the continued testing and refinement of educational interventions for future and practising providers.
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Popovic, Celia Frances. "Why do medical students fail? : a study of 1st year medical students and the educational context." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/223/.

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

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This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.
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Baker, Jamie. "Relationship between student selection criteria and learner success for medical dosimetry students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3710740.

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Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force allied health educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average, science grade point average, prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student’s previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample representative of more medical dosimetry student populations and additional studies concerning the relationship of a prior history in radiation therapy and the impact on success as a medical dosimetry student. Based on the quantitative correlation analysis, allied health leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant’s undergraduate cumulative GPA and increase the weight assigned to previous degrees.

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

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

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Students with physical disabilities are underrepresented in medical school. Individuals with physical disabilities have largely been left out the diversity movement, which has increased access to medical education for women and minority students (Steinberg, Iezzoni, Conill, & Stineman, 2010). For students with physical disabilities who are admitted, not much is known about their experiences, thus the focus of this study was to explore the medical school experiences of individuals with physical disabilities. as the theoretical framework, the social model of disability as developed by Oliver (2009) allowed for an examination of how medical students with physical disabilities experienced the medical school environment. For this study, I utilized a qualitative approach as a guide. Seven former medical students, six males and one female, with physical disabilities were interviewed about their experiences through medical education, from their efforts to gain admission to medical school, through their didactic and clinical education and training, and ultimately to their practice as a physician. The stories of the participants created a narrative account of the subjective meaning they created. This research found that although deficit models of disability persist in society, each participant overcame their physical impairment, and societal barriers, physical and social, to complete medical school and residency programs. Each participant found success through a combination of alternative methods of acquiring knowledge and performing medical procedures, internal motivation and determination, and the support of allies. The findings demonstrate that the structural and social construction of the medical school environment is inhospitable to individuals with physical disabilities.
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Blavos, Alexis Angela. "Medical Marijuana: The Impact on College Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1439298235.

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8

Green, Althea C. "Nontraditional Military-Enlisted Students?Increasing Diversity in Medical School Cohorts." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815668.

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The U.S. physician population lacks diversity, and this lack of diversity is reflected in the medical student population. Medical schools have implemented various types of programs to increase the diversity of their student population, and by extension, the physician population. A public Northeastern medical school implemented a postbaccalaureate premedical (PBPM) program for military enlisted service members with a goal to increase diversity among its medical school cohorts. A quantitative causal-comparative ex post facto study compared diversity variables of the PBPM military enlisted students with the public medical school student group, as well as the national student group.Chi-square analysis found significant differences between the military enlisted students and the two other comparison groups in four of five diversity measures. The military students were statistically different in age, marital status, number of dependents, and socioeconomic background. The groups did not differ significantly in terms of their racial/ethnic demographics. The study validated Tinto’s framework of student persistence with a military population.

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Koff, Nancy Alexander. "Trainee negotiation of professional socialization in medical education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184888.

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The character of the professional socialization experience is a subject of debate in the literature; one of the primary issues being the relative contributions of trainees to the nature of their socializing experience. As crucial as the clinical education experience is to the educational and professional development of medical students, it has received relatively little attention in the literature on professional socialization of physicians. The goals of this research were to understand, from the students' perspective, the character of the first clinical learning experience in the medical school career of a group of medical students and, given the character of that context, the role of student negotiations in their own education and professional socialization. This study employed a symbolic interactionist framework and the data collection methods of participant observation and unstructured interview. The data collection was conducted over a six-week period during which time the researcher experienced along with a group of six medical students their first clinical learning experience. These students perceived the clinical learning environment to be challenging, complex and frequently too busy to easily accommodate their learning needs. They recognized the enormity of their learning task and of their own incompetence. These were the basic perceptions that prompted the students to negotiate their clinical learning experience. Student negotiations took three basic forms: the creation of new learning opportunities, the manipulation of existing learning resources, and interpretation of events and behaviors. Students' negotiations were constrained by the structure of the education program and the students' own assertiveness. The study's findings indicate that the students were active negotiators of the content and the conduct of their own professional education and professional socialization. Even in the face of overwhelming demands on their intellectual and emotional resources, the students expressed their individual and collective intent for their educational experience. The study findings were similar to those of earlier studies of professional socialization, although new behaviors and behaviors inconsistent with those found in previous research were uncovered. Contributions to the literature on professional socialization and to an understanding of this phenomenon were made through the explanation of these inconsistencies.
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Lam, Tai-pong. "A study of curriculum reform in an Asian medical school and the implications for medical education." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35781452.

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Herrera, Añazco Percy, Vargas Luis Bonilla, Adrian V. Hernández, and Chau Manuela Silveira. "Perception of physicians about medical education received during their Nephrology residency." Brazilian Society of Nephrology, 2015. http://hdl.handle.net/10757/579609.

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Introduction: In Peru there are different hospitals and university programs for training of specialists in nephrology. Objective: To assess the perception of physicians who attend such programs. Methods: We carried out a descriptive cross-sectional national-level study in physicians who were in the last two years of nephrology training during February 2012 and who had graduated from it in 2010 and 2011. A self-applied questionnaire was developed along with the Peruvian Society of Nephrology based on international standards. The questionnaire evaluated: mentoring, clinical training, procedures, external rotations, research and global perception. Results: Forty doctors were surveyed nationwide. 82.5% had tutors, 22.5% of them said their support was poor. A 27.5% described their theoretical formation as deficient. The practical training was perceived as acceptable globally; however, improvements in training on peritoneal dialysis and reading kidney transplant biopsies are necessary. A 90% have national external rotations and 65% reported to have an international rotation. In the assessment of research, 77.5% thought this is deficient. In addition, 82.5% believed that residency should last four years. However, 60% reported that their residency training was good. There is a decrease in the positive perception of the aspects studied among residents regarding graduates. Conclusion: The overall perception of nephrology residency training was considered good; however, areas of tutoring, and academic and research activities on average were deficient.
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Williams, Rachel. "Sharps Injuries in Medical Training: Higher Risk for Residents Than for Medical Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3409.

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Because of their relative inexperience in performing procedures and handling sharps devices, medical students and resident physicians are considered to be at high risk for sharps injuries. A higher rate of sharps injuries for medical trainees implies a higher risk for occupationally-acquired infection with bloodborne pathogens and may have financial and legal implications for training institutions. This study examines the prevalence of sharps injuries among US medical students and resident physicians. A systematic review of the literature yielded 10 studies that gave data on sharps injuries for US medical students or residents, and those data were combined with data from our institution to produce pooled prevalences. Results from our institution showed that residents had a significantly higher risk of sharps injuries than medical students. While sharps injuries increased with students' years of training, residents' rates decreased with increasing level of training. Resident rates were highest in the department of Surgery and lowest for Pediatrics. Comparing pooled prevalences of US trainees revealed that residents were 6 times more likely than medical students to have a sharps injury. This information can be used by training programs to inform changes in residency training curricula and infection control policies, as well as to forecast Worker's Compensation and long-term disability insurance coverage requirements. Medical training institutions must continue to provide opportunities for students and residents to perfect their procedural skills, but at the same time, trainees must be protected from the risk of sharps injuries and exposure to bloodborne pathogens.
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Lempp, Heidi Katherine. "Undergraduate medical education : a transition from medical student to pre-registration doctor." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407479.

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14

Scott-Smith, Wesley. "Diagnostic reasoning in medical students using a simulated environment." Thesis, University of Brighton, 2013. https://research.brighton.ac.uk/en/studentTheses/3f371c50-cca5-4883-bf27-539a644c7635.

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Diagnostic ability occupies a pre-eminent position in the skills of a doctor in modern society. Underpinning this attribute is a number of cognitive strategies which are gradually developed through a mixture of experience, acquired knowledge and training. These strategies include processing and structuring information, decision making, and the emergence of higher cognitive skills. The apprenticeship model in medicine assumes that students assimilate such skills during training, without ever questioning how they view or engage with the diagnostic role. The conceptual focus of this study is to use dimensional analysis (DA) to build theory from the perspective or ‘lens of the medical student’. This will use symbolic interactionism as its theoretical framework. DA acknowledges the relationship between the researcher‘s perspective and experience, the data and the participants using a constructivist, relativist epistemological philosophy. Filmed data has been analysed from real time simulated consultations between 3rd year medical students and a trained actor working from a standardised case (dyspepsia). Each participant completed a filmed consultation and a discussion of diagnostic ideas based upon the history alone. Diagnoses were re-evaluated in light of further examination data and the filming watched back with the researcher using a reflexive discussion approach. Nine participants completed the study providing a rich diet of interactive and reflective data from the simulations focussing upon diagnostic ideas. Emergent themes point to the central organising theory of intermediary cognitive adaptation during an important transition in the curriculum. This is characterised by the use of learnt cognitive strategies which act as failsafe mechanisms in maintaining process within the simulation. However, there are examples of naive cognition in applying aspects of conditional reasoning and interpreting clinical probability rules. The diagnostic process is driven by the clinical history with little integration of the physical examination features. This finding may explain the emergence of cognitive errors during undergraduate training, and links normative theory with diagnostic errors seen in clinical practice. Reconstruction of clinical skills and diagnostic thought through reflective analysis are evident. Under the right conditions, simulations can provoke a constructive (intrinsic) perspective on cognitive skills which can advance professional development in the diagnostic reasoning process.
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Wicks, Mark. "Meaning making from negative encounters between students and clinical faculty in a state medical school /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7836.

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Dixon, Corrina Aloyse. "Accommodating women's learning in continuing medical education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2447.

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The purpose of this project was to present continuing medical education providers with a handbook that presents current perspectives on women's learning and suggests practice guidelines that can be incorporated into the planning of existing and future medical education activities.
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Abramovitz, Ruth. "Gender equality issues in the medical education experience of final year medical students in Israel and the implications for educational managers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31014.

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Although women are half of the medical students' population, they may have, different values than men and may be faced with organizational constraints in their medical schools and barriers to their career once they graduate. The general aim of this study is to highlight the question of gender equality in the educational process and the implications for educational managers arising from this issue. The specific objectives of the study are to identify male and female medical students personal values, experiences with regard to the curriculum, career's preparation, mentoring and abuse during the medical education and gender effect after graduation. The research tries to suggest ways in which educational managers can address possible gender inequality. The research is carried out in two phases. The first phase is a survey of a sample of final-year medical students from three and of four medical schools in Israel. In the second phase, a case study of one of the medical schools is carried out. Interviews with students and faculty members provide data to triangulate and illuminate the findings of the survey. Documentary analysis of the school's official prospectus enables further triangulation. Based on the findings, the conclusions are that although women and men medical students tend to differ in their career goals, they are similar in other values. Yet, women medical students are discriminated against to some extend with regard to school experiences such as career's preparation, and student abuse. Surprisingly more men students than women complain on discrimination. Other gender differences are apparent with regard to career choices and opportunities. It appears that a culture of 'gender blindness' is prevalent at medical faculties. The recommendations are that just to wait for the 'critical mass' effect is not enough and educational managers should try to address barriers faced by female students.
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Lam, Tai-pong, and 林大邦. "A study of curriculum reform in an Asian medical school and the implications for medical education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35781452.

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

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It is important for doctors to be clinically competent and this clinical competence is influenced by their clinical reasoning ability. Most research in this area has focussed on clinical reasoning ability measured in a problem - solving context. For this study, clinical reasoning is described as the process of working through a clinical problem which is distinct from a clinical problem solving approach that focuses more on the outcome of a correct diagnosis. Although the research literature into clinical problem solving and clinical reasoning is extensive, little is known about how undergraduate medical students develop their clinical reasoning ability. Evidence to support the validity of existing measures of undergraduate medical student clinical reasoning is limited. In order better to train medical students to become competent doctors, further investigation into the development of clinical reasoning and its measurement is necessary. Therefore, this study explored the development of medical students' clinical reasoning ability as they progressed through the first two years of a student - directed undergraduate problem - based learning ( PBL ) program. The relationships between clinical reasoning, knowledge base, critical thinking ability and learning approach were also explored. Instruments to measure clinical reasoning and critical thinking ability were developed, validated and used to collect data. This study used both qualitative and quantitative approaches to investigate the development of students' clinical reasoning ability over the first two years of the undergraduate medical program, and the factors that may impact upon this process. 113 students participated in this two - year study and a subset sample ( N = 5 ) was investigated intensively as part of the longtitudinal qualitative research. The clinical reasoning instrument had good internal consistency ( Cronbach alpha coefficient 0.94 for N = 145 ), inter - rater reliability ( r = 0.84, p < 0.05 ), and intrarater reliability ( r = 0.81, p < 0.01 ) when used with undergraduate medical students. When the instrument designed to measure critical thinking ability was tested with two consecutive first year medical student cohorts ( N = 129, N = 104 ) and one first year science student cohort ( N = 92 ), the Cronbach Alpha coefficient was 0.23, 0.45 and 0.67 respectively. Students ' scores for clinical reasoning ability on the instrument designed as part of this research were consistent with the qualitative data reported in the case studies. The relationships between clinical reasoning, critical thinking ability, and approach to learning as measured through the instruments were unable to be defined. However, knowledge level and the ability to apply this knowledge did correlate with clinical reasoning ability. Five student - related factors extrapolated from the case study data that influenced the development of clinical reasoning were ( 1 ) reflecting upon the modeling of clinical reasoning, ( 2 ) practising clinical reasoning, ( 3 ) critical thinking about clinical reasoning, ( 4 ) acquiring knowledge for clinical reasoning and ( 5 ) the approach to learning for clinical reasoning. This study explored students' clinical reasoning development over only the first two years of medical school. Using the clinical reasoning instrument with students in later years of the medical program could validate this instrument further. The tool used to measure students' critical thinking ability had some psychometric weaknesses and more work is needed to develop and validate a critical thinking instrument for the medical program context. This study has identified factors contributing to clinical reasoning ability development, but further investigation is necessary to explore how and to what extent factors identified in this study and other qualities impact on the development of reasoning, and the implications this has for medical training.
Thesis (Ph.D.)-- Medicine Learning and Teaching Unit, 2006.
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Medley-Mark, Vivian. "Premedical education and performance on medical tasks : a cognitive approach." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66184.

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Palmer, Ryan Tyler. "Exploring Online Community Among Rural Medical Education Students: A Case Study." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/990.

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There is a severe shortage of rural physicians in America. One reason physicians choose not to practice, or persist in practice, in rural areas is due to a lack of professional community, i.e., community of practice (CoP). Online, "virtual" CoPs, enabled by now common Internet communication technology can help give rural physicians the CoP experience they traditionally have lacked, despite their remote practice locations. Therefore, it is important for rural medical education programs to provide technological experiences that give students the skills needed to create virtual CoPs in future rural practice contexts. The Oregon Rural Scholars Program (ORSP) provides such a technological experience in the form of the Student Clinical Round (SCR) activity. ORSP students located in remote, rural parts of Oregon "meet" in a synchronous online space (i.e., a virtual meeting room) with a faculty member, where they participate in the SCR activity via video chat, screen and document sharing, real-time collaborative note taking, and text chatting. The literature indicates that activities like the SCR may be precursors to virtual CoPs, and therefore it is important to better understand the ORSP SCR as it could be a strategy for creating virtual CoPs among rural practitioners. As the ORSP SCR is a novel educational approach among U.S. rural medical education programs, an intrinsic case study design was used to explore the impact of the SCR activity on one cohort of ORSP third-year medical students. Additionally, the study sought to better understand the nature of the ORSP students' experiences of having participated in the SCR. Recorded SCR sessions were coded using the Community of Inquiry (CoI) framework, a well validated methodology for analyzing higher education online learning. The CoI analysis revealed a movement of the group away from an individual, task focus towards a community, collaborative focus as the SCR sessions progressed. Additionally, student interview and field notes analyses revealed that the SCR experience reduced isolation, increased sense of community and positively influenced rural practice choice among the study participants. Conclusions drawn from this study are that the online ORSP SCR experience provides a strong social constructivist learning environment, thus creating the context for virtual CoP emergence. Additionally, the SCR activity is capable of generating an actual virtual CoP, an event directly observed during the study. Recommendations call for rural medical education programs as well as current rural practitioners to adopt similar online approaches to group learning, as such approaches may provide contexts for virtual CoP formation, thus contributing to the likelihood future physicians may become and current physicians may persist as rural practitioners.
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Charles, Stephen. "Perceptions of Mentoring from Fourth Year Medical Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/4998.

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This mixed-methods research study investigated medical students' perspectives of professional mentoring through a web-based survey/needs assessment. The participants are fourth year medical students from three large urban research institutions and two regional branch campuses. The web-based survey/needs assessment was created, peer reviewed, and validated. A strategic sampling of focus groups was conducted to gather additional information regarding the results from the web-based survey. The information and data obtained from the survey and focus groups was used to provide recommendations for administrators and faculty about the mentoring program for each campus. A new proposed model of mentoring was developed upon analysis of both quantitative and qualitative data. The significance of this study includes not only the findings about medical school students' perspectives of professional mentoring, but also the development of a validated assessment tool able to inform administrators about perceptions of their medical students.
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Sivard, Seth A. "Digital radiography in the education of radiologic technology students." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409229904.

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Carroll, Melissa A. "Communication Theory in Physician Training: Examining Medical School Communication Curriculum at American Medical Universities." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873270954601.

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Chan, Suet-lai. "An investigation into approaches to learning of Guangzhou's medical and economic law students." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671674.

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Chiosi, Christine. "Examining the Fiction of J. M. Coetzee As a Means to Prepare Medical Students and Medical Trainees for Narrative Practice." Thesis, Drew University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106155.

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Underscoring the extent to which narrative plays a part in how patients come to integrate their illnesses, and also underscoring the extent to which narrative fluency bears upon the physician-patient interaction, Rita Charon proposed the practice of narrative medicine. Charon defines narrative practice as medicine practiced with the narrative skills of “recognizing, absorbing, interpreting, and being moved by the stories of illness”. To this end, several medical schools now incorporate literary studies into their curricula as a means to promote ethical, compassionate, and holistic care.

This dissertation advocates the use of J. M. Coetzee’s fiction as one means through which medical students and trainees can achieve the skills advocated by Charon, skills necessary for entering into the practice of narrative medicine. By guiding medical students and trainees through a careful examination of Coetzee’s works instructors can help students to: 1) gain narrative fluency, 2) increase awareness of the themes facing ill, dis/abled, or aging patients, and 3) more compassionately inhabit the plights of those who present for care. Coetzee’s fictional novels are particularly suited to such study. He utilizes a wide array of narrative structures. Inside his works, embedded meta-fictional elements are discovered vis-à-vis close reading, and such a discovery process becomes a means for building the clinical skills of close listening and attention. Furthermore, Coetzee’s fictions are detailed and incisive, meticulously elaborating the experiences of his varied characters. Through indirection, Coetzee provides vicarious experiences of illness and suffering to developing physicians, experiences that become transferable to their future interactions with patients. Additionally, Coetzee’s stories resist moralizing; rather, by entraining readers into the plights of his protagonists, he raises questions about the construction of self-story, the ethics of care, and innumerable motifs surrounding the condition of suffering.

Finally, as students traverse Coetzee’s texts, opportunities arise to experience a bird’s-eye view of the effect of “narrative wreckage” on protagonists. These opportunities will mimic those encountered in clinical practice as developing physicians interact with patients whose lives are changed by the advent of illness. By affording medical students and trainees these lessons, Coetzee’s stories become a foundation from which competent, holistic, narrative practice can develop.

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Hightower, Sandra. "Effect of Active Learning on Students' Academic Success in the Medical Classroom." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613711.

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Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of lecturing and active-learning projects designed to engage medical assisting students in learning medical terminology, forming critical thinking skills, and developing decision-making techniques. Informed by a constructivist theoretical framework, data were collected regarding the teaching methods of 4 medical instructors through interviews and classroom observations. Documentation from the doctors and nurses whom graduates served upon matriculation was also reviewed. Open coding of data resulted in emerging themes. Findings showed that instructors were unsure how to implement activities to promote critical thinking, active learning in the classroom, and decision-making skills for students. As a result of this research, a 3-day professional development workshop for college instructors was developed, focusing on critical thinking and problem-based learning activities. This study may contribute to positive social change when medical assisting students graduate with the ability to use medical terminology in context, think critically, and provide satisfactory patient care, thus bringing valued expertise to patient care and offsetting the national shortage of labor in this sphere.

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Hightower, Sandra. "Effect of Active Learning on Students' Academic Success in the Medical Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1117.

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Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of lecturing and active-learning projects designed to engage medical assisting students in learning medical terminology, forming critical thinking skills, and developing decision-making techniques. Informed by a constructivist theoretical framework, data were collected regarding the teaching methods of 4 medical instructors through interviews and classroom observations. Documentation from the doctors and nurses whom graduates served upon matriculation was also reviewed. Open coding of data resulted in emerging themes. Findings showed that instructors were unsure how to implement activities to promote critical thinking, active learning in the classroom, and decision-making skills for students. As a result of this research, a 3-day professional development workshop for college instructors was developed, focusing on critical thinking and problem-based learning activities. This study may contribute to positive social change when medical assisting students graduate with the ability to use medical terminology in context, think critically, and provide satisfactory patient care, thus bringing valued expertise to patient care and offsetting the national shortage of labor in this sphere.
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Klein, Amanda S. "Attitudes and Knowledge of Medical Students Regarding the Role of Pharmacists." The University of Arizona, 2012. http://hdl.handle.net/10150/623646.

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Class of 2012 Abstract
Specific Aims: To determine the attitudes of medical students towards pharmacists and the roles they play on the healthcare team and how these views change after attending an inter-professional workshop with other University of Arizona healthcare students. Methods: Questionnaires administered during a regularly scheduled class collected rating of teamwork and collaboration, roles for pharmacists in health care settings, and medical student’s expectations of the pharmacist when they are practicing physicians. Previous inter-professional workshop experience, negative experience with a pharmacist, age and sex was also collected. Main Results: Medical students’ attitudes regarding the roles of pharmacist in health care settings became more positive after attending the IPE workshop compared to their attitudes before attending the IPE workshop (X2 = 7.671, p-value = 0.005) and was maintained 1 year after the workshop (X2 = 6.304, p-value = 0.012). Medical students expected pharmacists to be more capable and had higher expectations for them after attending the IPE workshop (X2 = 17.393, p-value = <0.001) and was maintained 1 year after the workshop (X2 = 5.955, p-value = 0.015). Conclusions: This study demonstrated that the inter-professional workshop is successful in changing the attitudes of medical students towards pharmacists and the roles they play on the healthcare team. The medical students maintained this change in attitude one year after the inter- professional workshop.
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Loversidge, Jacqueline M. "Faculty Perceptions of Preparation of Medical and Nursing Students for Interprofessional Collaboration." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337615230.

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Jeffrey, David Ian. "Exploring empathy with medical students : a qualitative longitudinal phenomenological study." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31078.

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Contribution The main contribution offered by my research is an increased understanding of medical students’ perceptions of empathy and the factors that influence this. By using an innovative method in medical education research, the study contributes to research methodology. Background Empathy is accepted as a fundamental part of the patient-doctor relationship and essential for effective clinical care. Current societal opinions are that some healthcare professionals lack empathy and that medical students become less empathetic during their training, although the reasons for this are not understood. If this perceived decline is to be addressed, medical educators need to understand students’ perspectives of the factors that influence their empathy. Aims of the research The study sought to gain a deeper understanding of the development of medical students’ empathy and the factors influencing this during their undergraduate training. It is hoped that this understanding may lead to improvements in medical education and patient care. Methods Ethical approval for the study was granted by the University. A phenomenological approach was adopted, which involved listening to the students’ views and experiences of their course. Serial, semi-structured, indepth, interviews were conducted with sixteen medical students. Each year the student completed an hour-long interview over three years. One group of eight students were followed during the preclinical years of the course (years 1-3) and the other group, during the clinical years (years 4-6). The interviews were audio-recorded, transcribed, coded using qualitative data analysis software (N Vivo), and analysed using an interpretative phenomenological approach. Findings The students in the preclinical years described empathy as a personal attribute, emphasising its emotional dimension. In the clinical years, students viewed empathy differently: as a complex relational process with the patient, which varied in depth and quality according to the clinical context. They described the tensions between connecting with and detachment from a patient. Students indicated influences which enhanced their empathy, including patient contact and positive role models. They also identified barriers to empathy, including: the medical school culture, a biomedical bias in the curriculum, a lack of patient contact, negative role models and teaching of professionalism as distancing from patients. The preclinical group of students reported gaining in self-confidence during their course. The clinical group described how their empathy with patients had increased but they detected a conflict between empathy and efficiency. Conclusions The use of an innovative longitudinal, phenomenological approach in medical education research generated new understanding of a complex interpersonal view of empathy and highlighted aspects of a ‘hidden curriculum’. The students maintained that their contact with patients was the most useful way of developing empathy. They expressed a desire to connect emotionally with patients but were uncertain how to balance this connection with professional detachment. They described a marked biomedical emphasis in their course and perceived that teaching on professionalism encouraged a distancing from patients. In contrast to the widely-reported opinion that there has been a decline in medical students’ empathy, this study suggested that students perceived that their empathy increased during their training. However, some students had learned distancing behaviours to hide their empathetic feelings. In the light of this research, it is hoped that medical educators will develop ways of supporting students to deal appropriately with their own emotions and those of patients.
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Ryynänen, K. (Katja). "Constructing physician's professional identity - explorations of students' critical experiences in medical education." Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514265211.

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Abstract The formation of a physician's professional identity and conception of him/herself as a doctor is often taken for granted and considered a by-product of learning. During professional socialization, medical students internalize knowledge, skills, attitudes, behavioral models as well as ethical and moral values of medicine. However, certain critical experiences may trigger an active construction of professional identity. The aim of this research was to explore the process of constructing professional identity during medical education in the framework of cultural-historical activity theory. Multiple methods (questionnaires, videotapes of medical students' reflection group sessions, and interviews of the supervisors) were used in data collection and analysis. Medical students were found to have differing orientations towards learning and practising medicine. Some of the students, more commonly females, expressed a need for more support for their professional development. Reflection groups offered medical students a possibility to share their experiences of critical situations. The topics of discussion dealt with career choice, medical education (teaching, patient encounters, communication), working experiences and career opportunities. Medical students' narratives of their experiences in university hospital learning situations revealed the way in which various interaction situations laid the basis for the development of professional identity. In constructing a physician's professional identity, medical students had to solve dilemmas encountered in three different activity systems: Personal life, Medical education and Work. Encountering critical situations is part of the daily practice in medical schools. These situations may induce reflection on action and conscious development of professional identity. Medical students should be provided with more possibilities to elaborate on especially dilemmas concerning professionalism, communication skills, encountering death, and biomedical versus psychosocial aspects of medicine during their medical education.
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Wells, Mark J. "Proselytizing a Disenchanted Religion to Medical Students: On why secularized yoga and mindfulness should not be required in medical education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494237188580218.

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Balasooriya, Chinthaka Damith Public Health &amp Community Medicine Faculty of Medicine UNSW. "The best laid plans: medical students' responses to new curricula." Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2005. http://handle.unsw.edu.au/1959.4/22475.

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This thesis explores whether a carefully designed educational program can impact unfavourably on a proportion of students, what the magnitude of this proportion may be, whether previously identified ???deep enhancing??? features could stimulate surface approaches in some students, and the possible reasons for such paradoxical impact. These questions are set within a context of continuing efforts to find the ???ideal??? medical curriculum, and where evaluation studies of these curricular methods have failed to demonstrate the expected degree of positive impact. This leads to the final question of the thesis, which is whether the phenomenon of different responses by different students, could help explain the less-than-expected positive impact of curricular innovations reported in the literature. The questions were explored through a series of three studies. The First study consisted of individual student interviews and surveys (using the R-SPQ-2F, Biggs et al 2001) during a traditional program in medicine and upon conclusion of an educational program designed along currently accepted principles associated with higher quality learning outcomes. The two follow up studies included surveying students in two other settings in medical education. These studies were useful to overcome some of the limitations of the First study, and to explore the possible wider prevalence of the findings of the First study. The findings of the First study indicated that one-third of the student group did respond unfavourable to a carefully designed educational program. The interview findings highlighted this phenomenon, and illustrated how these students responded to ???deep enhancing curricular features??? by changing to more surface approaches. The survey findings supported these findings, and helped cluster and categorise students into subgroups who responded to the Pilot program in distinct ways. The two follow up studies indicated similar patterns of response in the other settings of medical education, and suggested that this phenomenon may be more widely prevalent. The findings suggest an area of research that requires further exploration. If confirmed and extended by further work, the findings could have significant theoretical and practical implications for medical education. From a theoretical perspective, the findings enrich the current theory of student approaches to learning by beginning to unravel the complex interaction between student and context factors that lead to approaches. The thesis further contributes to the literature by its finding that some previously identified ???deep enhancing??? context factors could stimulate change to more surface approaches in some students, and by the finding that different students??? approaches could change in different directions, when measured before and after the same ???deep enhancing??? educational context. From a practical perspective, the findings could be relevant to designers and evaluators of medical curricula, and to facilitators of small group learning. An understanding of the different patterns of response that may be expected, and an understanding of different strategies that may better support these different subgroups, may help optimise the benefits of curricular design.
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Zambrano, Lysien I., Elías Reneé Pereyra, García Selvin Z. Reyes, Itzel Fuentes, and Percy Mayta-Tristan. "Influence of parental education on Honduran medical students' labour perspectives: rural work and emigration." The Society of Rural Physicians of Canada, 2015. http://hdl.handle.net/10757/604438.

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INTRODUCTION: We sought to evaluate the intentions of Honduran medical students to emigrate or to work in a rural setting, and their association with parental education. METHODS: We performed a cross-sectional, analytic study at a Honduran medical school. Student participants completed a structured questionnaire, which assessed their intentions to emigrate or work in a rural setting after finishing medical school and the highest level of education achieved by their parents. We calculated crude and adjusted prevalence ratios with their respective 95% confidence intervals. RESULTS: Of 868 surveys distributed, 564 were completed. The mean age of the participants was 21 (standard deviation 3) years, and 62.2% were female. Of the respondents, 16.6% intended to emigrate to work and 11.2% intended to work in a rural setting. Higher paternal education (i.e., technical, university and postgraduate training) was associated with a higher rate of intention to emigrate. Students whose fathers underwent postgraduate education were less likely to intend to work in a rural setting. For maternal education, only the postgraduate level was associated with the outcomes in some of the tested models. CONCLUSION: The frequency of students intending to emigrate was relatively low. However, the frequency of students being willing to work in rural settings was also low. Students whose parents had higher levels of education were more likely to intend to work abroad and less likely to intend to work in a rural area. These factors should be considered in medical schools' selection processes to improve retention and ensure adequate distribution of physicians.
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Mueller-Froehlich, Christa. "An action research study on interprofessional education with nursing and medical students in Germany." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/an-action-research-study-on-interprofessional-education-with-nursing-and-medical-students-in-germany(5e283ca4-ab9e-46a0-a497-ce347f813877).html.

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Background: In Germany, the process of moving pre-registration nursing education into higher education within a faculty of medicine has differed from developments at universities of applied sciences. This is because such a process implies radical change for the status of and relationship between nurses and physicians. Literature review: The body of knowledge on interprofessional undergraduate education of nursing and medical students, including work on the nurse-physician relationship and collaborative practices of nurses and physicians, provides the foundation of this research. Aim: The primary aim has been to involve the active participation of educational practitioners of the nursing and medical professions concerned in working towards a collaborative culture, including interprofessional undergraduate education for nursing and medical students. Methodology and methods: A participatory paradigm position guided this research, using cooperative inquiry as one approach in action research. The inquiry group decided on the methods to be used for the inquiry and planned, acted out, and reflected on eight interprofessional educational sessions in three cycles over a process of two years. Data from inquiry group members' experiences were audiotaped during this process and analysed with a focus on experiential and propositional knowledge development. Inquiry group members gained feedback from nursing and medical students after their interprofessional sessions in eight group discussions. Framework analysis of qualitative data was used to guide data analysis. In addition, students had the option to provide feedback by completing a questionnaire to evaluate the sessions. For the analysis of the questionnaire data descriptive statistics was used. Findings: The 3P model (presage, process, product) was used as a meta-structure for the IPE_NUMESO model to guide further classroom teaching of nursing and medical students. It was found that undergraduate education of nursing and medical students is a complex social process accompanied by mixed emotions and a strong desire to overcome the separation of both professions. Discussion: The research adds new insight into IPE for undergraduate nursing and medical students: emotions, values, and a problematic reality in which both groups of professionals work together (presage), role change in simulation, the asset of a safe learning environment, peer learning, and strategies to overcome the separation (process). Certain experiences are proposed to be worthwhile (product), such as being able to understand the essence of clinical situations and deal with issues like emotions, values, knowledge and its communication, clinical experience, and power. Social learning theory provided a suitable explanatory approach for the findings. Conclusion and recommendations: This research adds to the knowledge on interprofessional education for undergraduate education for nursing and medical students. Considering IPE as a complex social process offers promising potential to transform future collaborative practices by preparing students for a complex and dynamic collaboration of both professions at the patient's bedside. Recommendations for clinical practice, interprofessional education, and policy are presented.
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Herrmann, Tracy. "The Success of African American Medical Imaging Students: A Transformative Study of Student Engagement." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530798796852067.

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38

Slater, Charles. "Medical students' recognition of core knowledge in a supported problem-based learning curriculum." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11215.

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Includes bibliographical references (leaves 82-86).
This study aims to achieve insight into how students identify core knowledge in a supported problem-based learning (PBL) medical curriculum. Self-directed learning and an emphasis on the clinical relevance of core knowledge are features of this curriculum.
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Badenhorst, Elmi. "An exploration of mediation in an intervention programme for educationally disadvantaged medical students." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10153.

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Includes bibliographical references (leaves 163-177).
This thesis explores the academic and cognitive difficulties that educationally disadvantaged first year medical students experienced prior to the Intervention Programme and the role of mediation in the programme to address underachievement by providing the necessary academic building blocks for students to return to mainstream. This study draws on the theories of Vygotsky and Feuerstein to investigate how mediation can be studied in an academic development programme, using a collective case study with qualitative and quantitative research methods.
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Mitchell, Veronica Ann. "Medical students’ response-ability to unjust practices in obstetrics: A relational perspective." University of the Western Cape, 2019. http://hdl.handle.net/11394/6946.

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Philosophiae Doctor - PhD
This study is located in the fourth-year obstetrics curriculum that undergraduate medical students at the University of Cape Town, South Africa, traverse, and in which they are initiated into the knowledge and skills of practical obstetrics practices in local birthing facilities. I investigate student learning and what contributes to students being rendered in/capable when they find themselves immersed in the high levels of prevailing injustices to women in labour. Disrespect during the intrapartum period is a local as well as global problem which has actually reached epidemic levels. Drawing on the theoretical frameworks of posthumanism and feminist new materialism, and using post-qualitative inquiry and non-representational methods, I put forward a novel perspective for interrogating responsibilities in terms of students’ ability to respond to unjust practices they observe, I discern what matters for student learning, exploring the troubled practices that emanate through/with/from the curriculum-student relationships in the past/present, and what it means for the future. Assemblage thinking provides a relational tool to understand the impact of the curriculum, assessment processes and other materialising forces that have agency as students are becoming-with human and more-than-human bodies. An initial survey was followed up with interviews and focus groups with students, midwives, educators and administrators. My study revealed hidden aspects of student engagement with their curriculum in obstetrics. What emerged was that students are entangled in a mesh of forces influencing their ability and capacity to respond to the injustices they witness. These forces arise from the discursive and material practices and the in-between relationships that are generated in the learning processes. The study also brought to the fore the intensive forces of affect that appeared to be obfuscated in terms of students’ response-abilities. My findings foreground how reciprocal relationships matter and that a relational ontology can provide helpful insights to engage with responsibility, response-ability and social justice. Students’ capacity to respond to the injustices they witness is limited by multiple forces that include the curriculum itself and other materialising forces generated, for instance by floors, beds, curtains and the student logbook. Time is also a crucial issue amidst the tensions emerging in the complex and risky process of birthing. What matters to students, such as their assessment needs, appears to undermine their efforts to offer care and to promote social justice. Affect plays a powerful part in shaping students’ actions, yet there are few opportunities for acknowledgement of affect. I used drawings as data-in-the making. The process of drawing contributed an extra material force to the study illuminating the power of an affective pedagogical approach for fostering students’ capability to respond to injustice. This socially just pedagogy as well as classroom performances and online collaborative engagement contributed to a collective effort to engage with obstetric disrespect in an innovative and empowering manner that gave voice to students’ experiences and the emerging forces. My study contributes to the field of medical education by opening up a relational perspective to issues of social justice and responsibility that moves beyond individualist and human-centred conceptions of student learning. Through a relational ontology, students’ clinical encounters can be conceived as enactments of the multiple prevailing forces. Each moment matters.
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Hicks, Courtney, Marc Fagelson, Kristal Riska, and Kim Schairer. "Medical Students' Self-Perceived Preparedness in Managing Patients with BPPV." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/81.

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Benign paroxysmal positional vertigo (BPPV) is a specific type of short-duration vertigo that is provoked by changes in head position and usually lasts less than one minute. It is a common vestibular pathology that can have significant effects on patient safety, quality of life, and medical costs. Therefore, it is crucial that medical students are educated and trained to facilitate and coordinate care of patients who may have undiagnosed BPPV. Because there is evidence to suggest that physicians—specifically primary care physicians—may not be properly equipped in their education to manage patients with BPPV, the purpose of this study was to investigate medical students’ evaluations of their preparedness to provide evidence-based care in the diagnosis and treatment of BPPV. An anonymous survey was administered via email to medical students in their fourth and final year of medical school at East Tennessee State University’s Quillen College of Medicine. This survey includes statements about the evidence-based Clinical Practice Guideline on BPPV provided by the American Academy of Otolaryngology. Respondents rated the degree to which they agreed or disagreed with how prepared they felt to address each item using a 5-point response scale from “strongly disagree” to “strongly agree.” Of the 70 students in the current fourth year class, 41 (59%) completed the survey. Students felt prepared for some aspects of diagnosing and treating BPPV, especially with regard to their general knowledge of BPPV, its impact on patients’ lives, and the options available to manage it. They felt less prepared to know when or if it is appropriate to recommend additional testing, imaging, or medication. They did not feel confident in their ability to perform the maneuvers to diagnose and treat BPPV. Overall, these results suggest medical students have a good foundation in their knowledge of BPPV. These results also propose topics to support more specialized training during their residencies to build upon the foundational knowledge obtained during their didactic training and optimize diagnosis and management of BPPV.
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Besar, Mohd Nasri Awang. "Feedback in work-place assessment : lecturers' intentions and final year medical students' interpretations." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/8357/.

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This research evaluates the similarities and differences between lecturers’ intentions in providing performance feedback and how low and high achievers interpret this feedback. The research examines the discussions with the lecturers and students as to the sources of misinterpretations and the solutions which they agree on. In this mixed method case study, both quantitative and qualitative data were collected. For the quantitative data, a population of 246 final year medical students were selected to answer a questionnaire to identify their expectations of their assessment lecturers’ feedback in the mini-Clinical Evaluation Exercise (Mini-CEX). 33 mini-CEX feedback sessions given by 14 Family Physician lecturers involving the selected students were audio recorded and analysed, both quantitatively and qualitatively, to determine feedback strategies. Three further sets of qualitative data were collected: the 14 Family Physician lecturers who gave the feedback to the students were interviewed. Also interviewed were 16 low achievers and 17 high achievers who were selected using stratified purposive sampling. Semi-structured telephone interviews identified the students’ interpretations of their lecturers’ feedback. Quantitative analyses showed that more than 90% of the students had high expectations towards all questionnaire statements related to the feedback except the statement about praise. Six themes emerged from the lecturers’ intentions and the low and high achievers’ interpretations. These are feedback as promoting self-regulated learning, feedback as increasing student motivation, feedback for positive reinforcement, feedback improves power sharing, feedback preserves fairness, and feedback as an opportunity. Each of the feedback strategies used by the lecturers may have more than one intention and interpretation. There are misinterpretations which were evident among the low and high achievers towards the lecturers’ feedback. For example, although the intention of adopting self-assessment is to promote self- iii regulated learning, several low and high achievers interpreted it as perceiving fairness in feedback. Low self-efficacy, test anxiety, lack of clarity of the assessment criteria, and learning culture are the four reasons that made the students disagree with the feedback. Discussions between lecturers and students highlighted seven sources and solutions of misinterpretations. This empirical study assists in creating understandings about the similarities and the differences of students’ interpretations of performance feedback. In practise, it also contributes new findings regarding sources and solutions to eliminate misinterpretations. Implications are offered for future research involving other populations of students in different years, faculties, institutions and learning cultures.
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Brahmi, Frances A. "Medical students' perception of lifelong learning at Indiana University School of Medicine." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297081.

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Thesis (Ph.D.)--Indiana University, School of Library and Information Science, 2007.
Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0414. Adviser: Debora Shaw.
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Bailey, Jessica Harpole. "The socialization of medical students in a problem-based learning environment /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036804.

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Buckley, Jeri. "Beginning the medicine path : American Indian and Alaska Native medical students /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7790.

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GHASEMI, ABOLFAZL. "Application of Survival Analysis in Forecasting Medical Students at Risk." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1535107693904394.

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Dahlin, Marie. "Future doctors : mental distress during medical education: cross-sectional and longitudinal studies /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-147-0/.

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De, Kock Carina. "Medical students perceptions about a newly implemented clinical skills module." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86548.

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Thesis (MPhil)--Stellenbosch University, 2014.
INTRODUCTION: For this MPhil research assignment, I have chosen to write an article based on a small scale research project conducted in the Clinical Skills Centre (CSC) at Stellenbosch University. Medical students’ perceptions were gathered in order to evaluate the usefulness and relevance of the Clinical Skills module and the different components thereof as experienced by the students themselves. This in the end led to valuable feedback that were given to the course coordinators which in turn may lead to curricula changes being made to improve the overall teaching and learning experience for future medical students rotating through the CSC.
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Hannigan, Gale G. "MEDLINE Metric: A method to assess medical students' MEDLINE search effectiveness." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2526/.

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Medical educators advocate the need for medical students to acquire information management skills, including the ability to search the MEDLINE database. There has been no published validated method available to use for assessing medical students' MEDLINE information retrieval skills. This research proposes and evaluates a method, designed as the MEDLINE Metric, for assessing medical students' search skills. MEDLINE Metric consists of: (a) the development, by experts, of realistic clinical scenarios that include highly constructed search questions designed to test defined search skills; (b) timed tasks (searches) completed by subjects; (c) the evaluation of search results; and (d) instructive feedback. A goal is to offer medical educators a valid, reliable, and feasible way to judge mastery of information searching skill by measuring results (search retrieval) rather than process (search behavior) or cognition (knowledge about searching). Following a documented procedure for test development, search specialists and medical content experts formulated six clinical search scenarios and questions. One hundred and forty-five subjects completed the six-item test under timed conditions. Subjects represented a wide range of MEDLINE search expertise. One hundred twenty complete cases were used, representing 53 second-year medical students (44%), 47 fourth-year medical students (39%), and 20 medical librarians (17%). Data related to educational level, search training, search experience, confidence in retrieval, difficulty of search, and score were analyzed. Evidence supporting the validity of the method includes the agreement by experts about the skills and knowledge necessary to successfully retrieve information relevant to a clinical question from the MEDLINE database. Also, the test discriminated among different performance levels. There were statistically significant, positive relationships between test score and level of education, self-reported previous MEDLINE training, and self-reported previous search experience. The findings from this study suggest that MEDLINE Metric is a valid method for constructing and administering a performance-based test to identify mastery in searching the MEDLINE database. The test's reliability needs to be established.
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Knight, Jason Anthony. "An Anatomy Based Health Education Curriculum Taught by Medical Students May Improve High School Students Health Knowledge." Yale University, 2006. http://ymtdl.med.yale.edu/theses/available/etd-06282006-110025/.

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To date, few high school based interventions have been shown to have lasting effects on adolescents' health behaviors. The need for health interventions targeting adolescents is underscored by data showing that several health behaviors with significant short and long term adverse effects begin in early adolescence and become progressively more prevalent toward late adolescence. This project tested the efficacy of a novel anatomy based health education curriculum at increasing health knowledge. The course was taught by first year Yale medical students. The curriculum placed emphasis on nutrition, physical activity and infectious disease. Forty Juniors from Career High School visited Yale's anatomy lab once every two weeks for ten hour-long sessions. In addition to visits to the anatomy lab, students completed two class projects, one covered nutrition and the other focused on exercise. Four additional sessions at Career High School were dedicated to the class projects. Pre and post test analysis showed an improvement in health knowledge with a thirteen percentage point improvement on a standardized health knowledge survey. The students' performance was compared to a control cohort of thirty-one students who were not exposed to the curriculum. Students exposed to the curriculum had a nineteen percentage point advantage compared to control students who had not been exposed. Curriculum efficacy as demonstrated by this small cohort validate further testing with larger cohorts and more vigorous controls as well as separate testing to measure changes in health behavior attributable to curriculum exposure.
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