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Journal articles on the topic 'Terminal care. Medical students Medical education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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 (December 1, 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 students were surveyed for themes (e.g. student addressing patient’s physical needs), which were counted. Results: PAC trained 129 medical students about patient resources and matched over 51 patient-student pairs. In the entry surveys, 98.5% of students entering the PAC program wanted to learn more about the psychosocial issues cancer patients experience and their quality of life. Most students (98.5%) wanted to gain more experience talking about death and dying with patients and working with a dying patient. Of reported patient contact, 39% was in clinic, 44% phone, 8% email, and 6% was an inpatient or treatment facility visit. In the log data, students noted helping patients emotionally (85%) and with access to resources or promoting health and compliance (28%). Medical students demonstrated empathy in 75% of logs and gaining knowledge of medicine in 26%. 12% of logs noted schedule conflicts or contact difficulties. Conclusions: PAC is a longitudinal experience where medical students play an active role in their individual patient’s care. Students provide physical assistance to patients, such as helping with access to resources, and emotional assistance by listening to the patient. In return, the student has the opportunity to learn empathy by understanding the impact of chronic and, often terminal, disease on the patient. The challenges of the program have included scheduling difficulties and student confusion with the program. A website and mentor program have been developed to address these issues. Despite challenges, PAC exhibits great potential for enhancements in patient care and medical education, most notably empathy.

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Squires, Erika S., Lori A. Pakulski, Jennifer Glassman, and Emily Diehm. "Knowledge of Hearing Loss among University Students Pursuing Careers in Health Care." Journal of the American Academy of Audiology 30, no. 04 (April 2019): 273–81. http://dx.doi.org/10.3766/jaaa.17071.

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AbstractAlbeit limited, research suggests that students pursuing careers in health care receive limited training on the provision of services for people with hearing loss. As the incidence of hearing loss continues to increase among Americans, it is critical that medical professionals understand how hearing loss among patients may affect the manner in which they can provide services most effectively.The aim of this project is to assess the amount of experience and confidence that preprofessional health-care students at one university obtain during the course of their training and whether these students would be interested in additional information related to hearing health.Preprofessional health-care students in terminal degree programs at one university completed a survey regarding the provision of services for individuals with hearing loss. Students were asked to quantify their prior training on topics related to hearing loss, report their perceptions of the benefits and barriers to screening hearing, and report their self-efficacy in providing services for individuals with hearing loss. Additional survey items investigated students’ interest in receiving further training on these topics.Participants (n = 95; 16.2% response rate) were students at a mid-sized, Midwestern university who were pursuing the following terminal degrees: medicine, physician assistant, nursing, pharmacy, physical therapy, occupational therapy, speech-language pathology, and respiratory therapy (bachelor’s degree in respiratory care). Participants were selected based on membership in an interdisciplinary education training program. All students in this program received an invitation to participate in the study. Of the participants, 68 (71.6%) were Caucasian and 86 (90.5%) were female.A 28-item online survey on various topics related to hearing loss was used to document student responses. All students enrolled in a university’s interdisciplinary professional education course (n = 586) received an online link to the survey via an initial email, which contained a brief introduction to the study, the assurance of response anonymity, and a statement regarding implied consent. A second email was sent to students, which reminded participants of the request to complete the survey.Overall, 60% of participants reported an interest in receiving additional information on hearing health and 66.3% of respondents indicated that they wished to receive training via an in-service or internet workshop facilitated by their university program. Most of the participants reported that they had not received training and did not feel confident identifying the signs and symptoms of hearing loss and making an appropriate referral, which led to the request for additional information.The results of this study suggest that preprofessional health-care students have an interest in receiving additional education on various topics related to hearing loss including a better understanding of how hearing loss impacts the quality of life in affected individuals. These findings provide an incentive to provide additional training related to hearing loss identification and management for preprofessional health-care students to foster increased competency and improved patient care.

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Masic, Izet. "The History and New Trends of Medical Informatics." Donald School Journal of Ultrasound in Obstetrics and Gynecology 7, no. 3 (2013): 301–12. http://dx.doi.org/10.5005/jp-journals-10009-1298.

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ABSTRACT The breakthrough of the computer and information technologies in all the segments of the society, led to the needs for the computer and information technologies. The knowledge of information technology is now part of general literacy. The computer literacy does not require comprehensive and detailed knowledge of the electronics or programming. Although with the electronic computer which is the invention of our age, the attempts of the construction of the first machine for the processing of the information reach far in the history of human civilization. The only and global function of a computer data processing can be naturally separated into the series of the other elementary operations, as for examples are: ‘the followup of the data, their registration, reproduction, selection, sorting, and comparison’ and so on. The computers are being classified according to ‘the purpose, type and computer size’. According to the purpose the computers it can be of the general and specific purposes. The computers for the general purpose serve for the commercial applications or any other application that is necessary. If medical informatics is regarded as a scientific discipline dealing with theory and practice of information processes in medicine, comprising data communication by information and communication technologies (ICT), with computers as an especially important ICT, then it can be stated that the history medical informatics is connected with the beginnings of computer usage in medicine. The medical informatics is the foundation for understanding and practice of the up-to-day medicine. Its basic tool is the computer, subject of studying and the means by which the aspects and achieve the new knowledge in the studying of a man, his health and disease, and functioning of the total health activities. Current network system possesses the limited global performance in the organization of health care, and that is especially expressed in the clinical medicine, where the computer technology has not received the wanted applications yet. In front of us lies the brilliant future of the medical informatics. It should expect that the application of terminal and personal computers with more simple manners of operation will enable routine use of computer technology by all health professionals in the fields of telemedicine, distance learning (DL) (web-based medical education), application of ICT, medical robotics, genomics, etc. The development of nature languages for communication with the computers and the identification of input voice will make the work simpler. Regarding the future of medical informatics education there are numerous controversies. Everybody agrees that the medical informatics is very significant for the whole health care and for the needs for personnel. However, there is not yet the general agreement regarding the teaching programs, because the medical informatics is very involved and propulsive, what makes the performance of the stable education programs more difficult. There are also not general agreement in which year of studding should transfer the knowledge from medical informatics. The majority of the experts still agree that the priority should be given in later study years, since more and more students enroll the faculties with prior informatics illiteracy, and the comprehension of some medical informatics fields is not possible without prior clinical knowledge. How to cite this article Masic I. The History and New Trends of Medical Informatics. Donald School J Ultrasound Obstet Gynecol 2013;7(3):301-312.

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Wang, Yan. "Nursing students’ experiences of caring for dying patients and their families: a systematic review and meta-synthesis." Frontiers of Nursing 6, no. 4 (December 31, 2019): 261–72. http://dx.doi.org/10.2478/fon-2019-0042.

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Abstract Objective Nurses play important roles in caring for dying patients and their families. Difficulties students confronted when facing dying patients challenge the quality of nursing education. A better understanding of students’ experiences would enhance teachers’ ability in helping students. This study aims to describe available evidence about nursing students’ experiences when caring for dying patients and their families. Methods A review of qualitative studies published between 2005 and 2017 was undertaken using the following databases: MEDLINE, CINAHL, ProQuest Central, ScienceDirect, and CNKI. The keywords included were nursing students, experience, care, end-of-life, and dying. Qualitative Assessment and Review Instrument was used to assess the quality of the studies by two independent reviewers. The data from the studies were analyzed by meta-synthesis. Results Eighteen English and two Chinese studies were selected in this review. Four themes were emerged: (1) Students with dying patients: students did not have enough ability in symptoms control, comfort supply, and therapeutic communication for dying patients. (2) Students with the patients’ families: students advocated more caring for patients’ families. (3) Students with the surroundings: professional medical staffs, especially the nursing preceptors, were key roles in constructing a supporting system for students. (4) Students with themselves: nursing students underwent various negative feelings and adopted both negative and positive strategies to cope with such feelings; students experienced professional and personal development during the caring for dying patients. Conclusions Nursing students’ abilities in terminal symptom control, comfort supply, and therapeutic communication should be improved by more theoretic learning and simulation practice. The nursing preceptors were key roles in constructing a supporting system for students and helping them to control the negative emotions when facing dying patients.

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Kim, Kyung Hwan, and Jung Han Park. "Views of Korean Medical Students on the Medical Education and Medical Care." Journal of the Korean Medical Association 42, no. 3 (1999): 234. http://dx.doi.org/10.5124/jkma.1999.42.3.234.

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Kawane, Hiroshi. "Antismoking Education for Medical Students." Chest 101, no. 5 (May 1992): 1480. http://dx.doi.org/10.1378/chest.101.5.1480-a.

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Field, David. "Education for terminal care in the undergraduate medical curriculum." Critical Public Health 4, no. 3 (July 1993): 11–19. http://dx.doi.org/10.1080/09581599308406898.

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Diver, Ruth, Thelma Quince, Stephen Barclay, John Benson, James Brimicombe, Diana Wood, and Pia Thiemann. "Palliative care in medical practice: medical students' expectations." BMJ Supportive & Palliative Care 8, no. 3 (April 4, 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 investigated how satisfying they expect providing palliative care to be and their attitudes towards palliative care.ResultsAt both the beginning and end of their training, a significant proportion of students expect palliative care to be less satisfying than other care (19.3% first year, 16% final year). Students expecting palliative care to be less satisfying were more likely to be men, and their attitudes suggest that while they understand the importance of providing palliative care they are concerned about the potential impact of this kind of work on them personally.ConclusionsMedical student education needs to address why palliative care is important and how to deliver it effectively, and the strategies for dealing positively with the impact of this work on future clinicians.

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Renzo, Gordon J. Di. "Modal Personality and Values of Medical Students." Psychological Reports 58, no. 1 (February 1986): 33–34. http://dx.doi.org/10.2466/pr0.1986.58.1.33.

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30 men and 12 women in the third year of medical training completed the D-20 version of Rokeach's Dogmatism Scale, the Rokeach Scales for Terminal and Introductory Values, and items on career attitudes and background. Scores suggested these students are congenial to primary-care and patient-oriented medicine.

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Kaur, Navneet, and Tejinder Singh. "Introducing medical students to health care management." Medical Education 43, no. 11 (November 2009): 1090–91. http://dx.doi.org/10.1111/j.1365-2923.2009.03489.x.

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Kassler, W. J., S. A. Wartman, and R. A. Silliman. "Why medical students choose primary care careers." Academic Medicine 66, no. 1 (January 1991): 41–3. http://dx.doi.org/10.1097/00001888-199101000-00012.

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Dehelean, Liana, Ana Maria Romosan, Ion Papava, Radu Stefan Romosan, Papazian Petru, and Babaita Mircea. "PERCEIVED SATISFACTION WITH UNDERGRADUATE MEDICAL EDUCATION IN ROMANIAN AND FOREIGN LANGUAGE STUDENTS. TWO PERSPECTIVES ON MEDICAL EDUCATION." CBU International Conference Proceedings 6 (September 26, 2018): 547–51. http://dx.doi.org/10.12955/cbup.v6.1211.

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Background: In Romania, foreign medical students have the possibility to learn the same curricula in Romanian, English, or French. The purpose of the study: To compare students’ satisfaction with training and future career opportunities from the perspective of Romanian and foreign students. Methods: The study was conducted for terminal year medical students divided into two samples, Romanian and foreign language students. The participants were invited to fill in a satisfaction questionnaire about their professional training and to express preferences for future career. Results: Foreign students were more satisfied with the lectures and the teaching staff. They attended optional lectures more frequently in comparison with Romanian students. Foreign students were more inclined to attend medical conferences and to enroll in PhD programs. While Romanian students were more inclined to consider emigration, foreign students prefer to practice in their native countries. Conclusions: Compared to their Romanian colleagues, foreign students were more engaged in educational and research activities.

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Plumb, James D., and Mary Segraves. "Terminal care in primary care postgraduate medical education programs: A national survey." American Journal of Hospice and Palliative Medicine® 9, no. 3 (May 1992): 32–35. http://dx.doi.org/10.1177/104990919200900311.

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Vogt, H. Bruce, Janet C. Lindemann, and Valerie L. Hearns. "Teaching Medical Students about Continuity of Patient Care." Academic Medicine 75, no. 1 (January 2000): 58. http://dx.doi.org/10.1097/00001888-200001000-00015.

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Philip, Sairu, and Ayshabeevi Remlabeevi. "Teaching community-based palliative care to medical students." Medical Education 44, no. 11 (October 15, 2010): 1136–37. http://dx.doi.org/10.1111/j.1365-2923.2010.03844.x.

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Yonke, A. M., and M. Lemon. "First-year medical students and longitudinal primary care." Academic Medicine 68, no. 10 (October 1993): 779–80. http://dx.doi.org/10.1097/00001888-199310000-00011.

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Allen, A. L., and B. D. Nicholson. "A palliative care clerkship for senior medical students." Academic Medicine 71, no. 5 (May 1996): 547–8. http://dx.doi.org/10.1097/00001888-199605000-00071.

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Ribeiro, Maria Mônica Freitas, Edward Krupat, and Carlos Faria Santos Amaral. "Brazilian medical students’ attitudes towards patient-centered care." Medical Teacher 29, no. 6 (January 2007): e204-e208. http://dx.doi.org/10.1080/01421590701543133.

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Theophanous, Christos, Pamela Peters, Patrick O′Brien, and MichaelR Cousineau. "What do medical students think about health-care policy education?" Education for Health 31, no. 1 (2018): 54. http://dx.doi.org/10.4103/1357-6283.239049.

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Ino, Yoko, Takuya Matsuyama, Tomoya Tachi, Yoshihiro Noguchi, and Hitomi Teramachi. "Effect of Multidisciplinary Medical Care Team Education on Pharmacy Students." Iryo Yakugaku (Japanese Journal of Pharmaceutical Health Care and Sciences) 44, no. 4 (April 10, 2018): 191–202. http://dx.doi.org/10.5649/jjphcs.44.191.

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Magrane, Diane M., and Kathleen McIntyre-Seltman. "Women's health care issues for medical students: An education proposal." Women's Health Issues 6, no. 4 (July 1996): 183–91. http://dx.doi.org/10.1016/1049-3867(96)00018-7.

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Sala, R. A., K. Zanini, S. Juarez, C. Rapelli, A. Pendido, A. Aronna, and L. E. Fein. "Palliative care (PC) education for medical students: An unresolved need." Journal of Clinical Oncology 27, no. 15_suppl (May 20, 2009): e20704-e20704. http://dx.doi.org/10.1200/jco.2009.27.15_suppl.e20704.

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e20704 Background: Chapters contained in subjects other than PC lack the specificity and the integration of concepts to impact quality of care. Since 2005 an elective subject is part of the undergraduate curriculum of the medical school of the UNR. Teaching is case based in large groups with elective rotations to an acute care hospital PC team. Methods: To evaluate if this subject, as it is outlined, produces sensitization about PC, results of initial surveys (IS) (358) and final surveys (FS) (292) performed each year were compared and changes over time evaluated. Summary measures were calculated and hypothesis tests were done. Results: Students average age: 23 years. Female sex: 75.8%. Global answer rate of IS: 86.77% (range: 76.2% to 96%) and of FS: 76.65% (range: 68% to 85.9%). Composition of courses according to year of study. Quantity of IS and FS/ year. Differences in identification of the objectives of PC between IS and FS was statistically significant (p = 0.002) only in 2005. In 2006 (p = 0.195), 2007 (p = 0.318), and 2008 (p = 0.10) there was not statistical significance. Average 97.3% (range: 93% to 100%) of students considered the contents of the subject will impact in their practice and 95,75% (range: 91.5% to 98.5%) found them useful. 87% (range: 87.3% to 94.1%) positively changed their vision of interdisciplinary team work. Conclusions: Few students have a correct knowledge of PC at the beginning of the course; this knowledge is increased at the end of each course without reaching statistical significance except in 2005 (p = 0.002), when all the students were in the third year of study. [Table: see text] No significant financial relationships to disclose.

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Oliver, David. "Training in and knowledge of terminal care in medical students and junior doctors." Palliative Medicine 3, no. 4 (October 1989): 293–97. http://dx.doi.org/10.1177/026921638900300410.

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Hill, David A. "A model to teach trauma care to medical students." Medical Teacher 15, no. 2-3 (January 1993): 179–86. http://dx.doi.org/10.3109/01421599309006712.

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Dixon, Robert P., Lesley M. Roberts, Stephen Lawrie, Lisa A. Jones, and Martin S. Humphreys. "Medical students’ attitudes to psychiatric illness in primary care." Medical Education 42, no. 11 (November 2008): 1080–87. http://dx.doi.org/10.1111/j.1365-2923.2008.03183.x.

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Hillis, James, Stewart Morrison, Fernanda Alberici, Falk Reinholz, Michael Shun, and Kym Jenkins. "‘Care Factor’: engaging medical students with their well-being." Medical Education 46, no. 5 (April 20, 2012): 509–10. http://dx.doi.org/10.1111/j.1365-2923.2012.04229.x.

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Beal, Matthew David, John Kinnear, Caroline Rachael Anderson, Thomas David Martin, Rachel Wamboldt, and Lee Hooper. "The Effectiveness of Medical Simulation in Teaching Medical Students Critical Care Medicine." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 12, no. 2 (April 2017): 104–16. http://dx.doi.org/10.1097/sih.0000000000000189.

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Salehi, Parsa P., Daniel Jacobs, Timur Suhail-Sindhu, Benjamin L. Judson, Babak Azizzadeh, and Yan Ho Lee. "Consequences of Medical Hierarchy on Medical Students, Residents, and Medical Education in Otolaryngology." Otolaryngology–Head and Neck Surgery 163, no. 5 (June 2, 2020): 906–14. http://dx.doi.org/10.1177/0194599820926105.

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Objective To (1) review concepts of medical hierarchy; (2) examine the role of medical hierarchy in medical education and resident training; (3) discuss potential negative impacts of dysfunctional hierarchy in medical and surgical training programs, focusing on otolaryngology; and (4) investigate solutions to these issues. Data Sources Ovid Medline, Embase, GoogleScholar, JSTOR, Google, and article reference lists. Review Methods A literature search was performed to identify articles relating to the objectives of the study using the aforementioned data sources, with subsequent exclusion of articles believed to be outside the scope of the current work. The search was limited to the past 5 years. Conclusions Two types of hierarchies exist: “functional” and “dysfunctional.” While functional medical hierarchies aim to optimize patient care through clinical instruction, dysfunctional hierarchies have been linked to negative impacts by creating learning environments that discourage the voicing of concerns, legitimize trainee mistreatment, and create moral distress through ethical dilemmas. Such an environment endangers patient safety, undermines physician empathy, hampers learning, lowers training satisfaction, and amplifies stress, fatigue, and burnout. On the other hand, functional hierarchies may improve resident education and well-being, as well as patient safety. Implications for Practice Otolaryngology–head and neck surgery programs ought to work toward creating healthy systems of hierarchy that emphasize collaboration and improvement of workplace climate for trainees and faculty. The goal should be to identify aspects of dysfunctional hierarchy in one’s own environment with the ambition of rebuilding a functional hierarchy where learning, personal health, and patient safety are optimized.

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Balon, Richard, Alexandru Cojanu, and Mary K. Morreale. "Care for Mental Health of Caribbean Medical Students." Academic Psychiatry 42, no. 1 (November 10, 2017): 121–22. http://dx.doi.org/10.1007/s40596-017-0854-6.

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Shah, Jay N., and Ashis Shrestha. "Nursing Posting for Medical Students." Journal of Patan Academy of Health Sciences 1, no. 1 (July 20, 2015): 61–63. http://dx.doi.org/10.3126/jpahs.v1i1.13023.

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Nursing perspective is different from doctors. It is a known fact that doctors and nurses must work together for the better patient care. It is very important for doctors to know how nursing services are provided. Moreover a good communication and team work is an essence of present medical service. So, this attitude should be embedded in the medical education to decrease professional distance and increase mutual respect in future. PAHS has provided this opportunity as a nursing posting with a vision of holistic teaching of medical students and shaping a positive attitude towards all health care providers. DOI: http://dx.doi.org/10.3126/jpahs.v1i1.13022 Journal of Patan Academy of Health Sciences. 2014 Jun;1(1):61-63

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Suvarnabhumi, Krishna, Non Sowanna, Surin Jiraniramai, Darin Jaturapatporn, Nonglak Kanitsap, Chiroj Soorapanth, Kanate Thanaghumtorn, et al. "Situational Analysis of Palliative Care Education in Thai Medical Schools." Palliative Care: Research and Treatment 7 (January 2013): PCRT.S12532. http://dx.doi.org/10.4137/pcrt.s12532.

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Objective The Thai Medical School Palliative Care Network conducted this study to establish the current state of palliative care education in Thai medical schools. Methods A questionnaire survey was given to 2 groups that included final year medical students and instructors in 16 Thai medical schools. The questionnaire covered 4 areas related to palliative care education. Results An insufficient proportion of students (defined as fewer than 60%) learned nonpain symptoms control (50.0%), goal setting and care planning (39.0%), teamwork (38.7%), and pain management (32.7%). Both medical students and instructors reflected that palliative care education was important as it helps to improve quality of care and professional competence. The percentage of students confident to provide palliative care services under supervision of their senior, those able to provide services on their own, and those not confident to provide palliative care services were 57.3%, 33.3%, and 9.4%, respectively. Conclusions The lack of knowledge in palliative care in students may lower their level of confidence to practice palliative care. In order to prepare students to achieve a basic level of competency in palliative care, each medical school has to carefully put palliative care content into the undergraduate curriculum.

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Ruchlin, Hirsch S., and Alice Ullman. "Preparing Medical Students to Effectively Care for the Elderly." Gerontology & Geriatrics Education 5, no. 4 (February 14, 1986): 69–76. http://dx.doi.org/10.1300/j021v05n04_07.

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Walmsley, Laura, Melanie Fortune, and Allison Brown. "Experiential interprofessional education for medical students at a regional medical campus." Canadian Medical Education Journal 9, no. 1 (March 28, 2018): e59-67. http://dx.doi.org/10.36834/cmej.42175.

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Background: Regional medical campuses are often challenged with providing effective interprofessional education (IPE) opportunities for medical students that are comparable to those at main campuses. At distributed teaching sites, there is often less IPE infrastructure and fewer learners of other health professions. On the other hand, distributed medical education (DME) settings often have community-based clinical environments and fewer medical students, which can provide unique opportunities for IPE curriculum innovation.Methods: At the Niagara Regional Campus (NRC) of McMaster University, the Horizontal Elective for Interprofessional Growth & Healthcare Team ENhancement (HEIGHTEN) was developed to provide first-year medical students the opportunity to learn from and work alongside nurses in a community hospital. This study assesses HEIGHTEN’s impact on students’ knowledge, confidence, and attitudes towards interprofessional care, as well as student satisfaction with the learning experience using a mixed methods evaluation.Results: Findings suggest that HEIGHTEN provided an enjoyable learning experience, fostered positive interprofessional attitudes and an appreciation for the nursing role. Voluntary participation by medical students was high and increased both within the regional campus and with students from other campuses travelling to participate.Conclusion: This model for IPE can be feasibly replicated by distributed teaching sites to provide medical students with hands-on, experiential learning early in training, leading to positive attitudes and behaviours supporting interprofessional collaboration (IPC).

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Yao, Pin, Jing OuYang, Chunping Liu, Siyu Wang, Xin Wang, and Shu Sun. "Improving burn surgery education for medical students in China." Burns 46, no. 3 (May 2020): 647–51. http://dx.doi.org/10.1016/j.burns.2019.09.012.

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Cheng, Daryl, Thomas Scodellaro, Wonie Uahwatanasakul, and Mike South. "An Electronic Medical Record in Pediatric Medical Education: Survey of Medical Students' Expectations and Experiences." Applied Clinical Informatics 09, no. 04 (October 2018): 809–16. http://dx.doi.org/10.1055/s-0038-1675371.

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Objective This study sought to quantitatively characterize medical students' expectations and experiences of an electronic health record (EHR) system in a hospital setting, and to examine perceived and actual impacts on learning. Methods Medical students from July to December 2016 at a tertiary pediatric institution completed pre- and postrotation surveys evaluating their expectations and experience of using an EHR during a pediatric medicine rotation. Survey data included past technology experience, EHR accessibility, use of learning resources, and effect on learning outcomes and patient–clinician communication. Results Students generally reported high computer self-efficacy (4.16 ± 0.752, mean ± standard deviation), were comfortable with learning new software (4.08 ± 0.771), and expected the EHR to enhance their overall learning (4.074 ± 0.722). Students anticipated the EHR to be easy to learn, use, and operate, which was consistent with their experience (pre 3.86 vs. post 3.90, p = 0.56). Students did not expect nor experience that the EHR reduced their interaction, visual contact, or ability to build rapport with patients. The EHR did not meet expectations to facilitate learning around medication prescribing, placing orders, and utilizing online resources. Students found that the EHR marginally improved feedback surrounding clinical contributions to patient care from clinicians, although not to the expected levels (pre 3.50 vs. post 3.17, p < 0.01). Conclusion Medical students readily engaged with the EHR, recognized several advantages in clinical practice, and did not consider their ability to interact with patients was impaired. There was widespread consensus that the EHR enhanced their learning and clinician's feedback, but not to the degree they had expected.

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Dobrowolska, Beata, Barbara Ślusarska, Danuta Zarzycka, Ian McGonagle, Jakub Pawlikowski, and Tomasz Cuber. "Care concept in medical and nursing students’ descriptions – Philosophical approach and implications for medical education." Annals of Agricultural and Environmental Medicine 21, no. 4 (November 26, 2014): 854–60. http://dx.doi.org/10.5604/12321966.1129946.

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Hooper, Clare, Richard Meakin, and Melvyn Jones. "Where students go when they are ill: how medical students access health care." Medical Education 39, no. 6 (June 2005): 588–93. http://dx.doi.org/10.1111/j.1365-2929.2005.02175.x.

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Girzelska, Joanna, Ewa Guz, Magdalena Nieckula, and Marek Dąbrowski. "Medical simulation – innovation in nursing education." Pielegniarstwo XXI wieku / Nursing in the 21st Century 18, no. 4 (December 1, 2019): 231–35. http://dx.doi.org/10.2478/pielxxiw-2019-0034.

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Abstract:

AbstractAim. Analysis of the impact of educational simulation on the level of knowledge, skills and competences of nursing students.Methods. The research used a non-systematic literature analysis method. Literature was classified for analysis, from which the contents on the impact of educational simulation on the education process of nursing students were selected. During the qualification of the magazines Google Scholar was used. Articles published in electronic databases were used: EBSCOhost, MEDLINE, ScienceDirect.Conclusions. Education conducted using educational simulation in nursing not only increases the level of knowledge, skills and competences of students but also increases the quality of patient care and their security.

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Solomon, Patricia, and Cathy Risdon. "Promoting interprofessional learning with medical students in home care settings." Medical Teacher 33, no. 5 (April 25, 2011): e236-e241. http://dx.doi.org/10.3109/0142159x.2011.558534.

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Rosenfield, Paul J., and Lee Jones. "Striking a balance: training medical students to provide empathetic care." Medical Education 38, no. 9 (September 2004): 927–33. http://dx.doi.org/10.1111/j.1365-2929.2004.01931.x.

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Spencer, E., and W. J. Hueston. "A diabetes self-care simulation for residents and medical students." Academic Medicine 74, no. 5 (May 1999): 589. http://dx.doi.org/10.1097/00001888-199905000-00059.

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Pham, Hoangmai H., Lisa Simonson, D. Michael Elnicki, Linda P. Fried, Allan H. Goroll, and Eric B. Bass. "Training U.S. Medical Students to Care for the Chronically Ill." Academic Medicine 79, no. 1 (January 2004): 32–41. http://dx.doi.org/10.1097/00001888-200401000-00009.

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Monroe, Alicia D., and Taraneh Shirazian. "Challenging Linguistic Barriers to Health Care: Students as Medical Interpreters." Academic Medicine 79, no. 2 (February 2004): 118–22. http://dx.doi.org/10.1097/00001888-200402000-00004.

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Henschen, Bruce L., Elizabeth R. Ryan, Daniel B. Evans, Ashley Truong, Diane B. Wayne, Jennifer A. Bierman, and Kenzie A. Cameron. "Perceptions of Patient-Centered Care among First-Year Medical Students." Teaching and Learning in Medicine 31, no. 1 (May 30, 2018): 26–33. http://dx.doi.org/10.1080/10401334.2018.1468260.

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Kollisch, D. O., and R. W. Lingley. "Teaching medical students about money management in primary care practice." Academic Medicine 70, no. 5 (May 1995): 436. http://dx.doi.org/10.1097/00001888-199505000-00032.

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Quinn, Doris C., John W. Bingham, Nader A. Shourbaji, and Adrian A. Jarquin-Valdivia. "Medical students learn to assess care using the healthcare matrix." Medical Teacher 29, no. 7 (January 2007): 660–65. http://dx.doi.org/10.1080/01421590701593971.

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Bauman, K. A., and M. K. Magill. "Introducing community-oriented primary care to first-year medical students." Academic Medicine 61, no. 9 (September 1986): 762–3. http://dx.doi.org/10.1097/00001888-198609000-00022.

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Berger, A., and S. Schaffer. "An interdisciplinary continuity-of-care experience for preclinical medical students." Academic Medicine 61, no. 9 (September 1986): 771–3. http://dx.doi.org/10.1097/00001888-198609000-00026.

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Wang, Xuyi Mimi, Marilyn Swinton, and John J. You. "Medical students’ experiences with goals of care discussions: Authors’ response." Medical Education 54, no. 5 (March 2, 2020): 488. http://dx.doi.org/10.1111/medu.14065.

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Tsimtsiou, Zoi, Olga Kerasidou, Nikolaos Efstathiou, Stamatis Papaharitou, Konstantinos Hatzimouratidis, and Dimitris Hatzichristou. "Medical students' attitudes toward patient-centred care: a longitudinal survey." Medical Education 41, no. 2 (February 2007): 146–53. http://dx.doi.org/10.1111/j.1365-2929.2006.02668.x.

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