A framework to understand the needs of the medical students of the future

It's "not black and white": Students' perceptions of "altruism" content in preclinical medical education

OBJECTIVE

This study investigated how students as stakeholders viewed behavioral and social science (BSS) content in a preclinical longitudinal course entitled "Medicine, Body, and Society" (MBS) at UT Health San Antonio Long School of Medicine (LSOM). We present students' perceptions of successes and challenges tied to "altruism" and other non-biomedical objectives outlined by this institution.

METHODS

We conducted a qualitative thematic analysis of MBS course evaluation data. Two researchers independently performed initial coding followed by interrater reliability checks to revise codes and a final MAXQDA lexical search to refine three themes.

RESULTS

Three major themes emerged: (1) Students shared pedagogical preferences strongly favoring stories. (2) Students detected deficits in the module content tied to identities. (3) Students labelled BSS content as "soft," "subjective," and "siloed" which confounded its role in the course.

CONCLUSIONS

Advancing altruism aligned with BSS content in preclinical medical education remains a challenge. A closer review of student evaluations framed as learner-centeredness is key to a greater understanding and resolution of competency issues in preclinical curriculum and its impact on mastery in subsequent clinical education and practice.

'We work together as a group': implications of jigsaw cooperative learning

BACKGROUND

Modern clinical practice increasingly relies on collaborative, cooperative and team-based approaches for effective patient care. Recently, Jigsaw cooperative learning has gained attention in medical education. There is a need for studies in Southeast Asian context to establish its effectives in developing various core competencies expected of health professionals such as interpersonal, communication, collaborative, and teamwork skills. This current study explores the impact of using Jigsaw Cooperative Learning on undergraduate medical students.

METHOD

An explanatory mixed method research design was carried out on first year medical students at a private university in Malaysia. In Phase I, a survey was conducted to explore the effectiveness of jigsaw learning. Descriptive and inferential statistics were calculated using SPSS. In Phase II, a focus group interview was conducted to explore their in-depth experiences. Qualitative data were thematically analysed.

RESULTS

Fifty-seven students participated in the survey and seven students took part in the focus group interview. Quantitative data analysis showed a statistically significant improvement in the student's individual accountability, promotive interaction, positive interdependence, interpersonal skill, communication skill, teamwork skill, critical thinking and consensus building after jigsaw learning sessions. Qualitative data explained their experiences in-depth.

CONCLUSION

Jigsaw cooperative learning improves collaboration, communication, cooperation and critical thinking among the undergraduate medical students. Educators should use jigsaw learning methods to encourage effective collaboration and team working. Future studies should explore the effectiveness of the jigsaw cooperative learning technique in promoting interprofessional collaboration in the workplace.

Understanding US healthcare provider preferences for consumption of publication content: opportunities to leverage omnichannel approaches

OBJECTIVE

Understanding the healthcare provider (HCP) journey of discovering and consuming medical and scientific information is critical for optimizing publication reach. A survey was conducted in 2019-2020 to understand how HCPs in the United States discover, review, and share publications of interest. A follow-up survey was conducted in 2021-2022 to assess how HCP behavior in the United States has evolved over the past 2 years, including due to the COVID-19 pandemic.

METHODS

Expanding on the survey completed in March 2020, a 24-question, online survey was conducted via SurveyMonkey. Survey invitations were sent via email list, social media, and personal outreach to practicing US-based HCPs with MD or DO degrees.

RESULTS

Thirty-nine HCPs responded in 2020. Of the 33 HCPs who responded in 2021-2022, 67% were community practitioners; 45% had practiced for >20 years, while 30% had practiced for <5 years. Medical media channels (preferred by 73%) were the most common means of discovering publications of interest (vs targeted PubMed/Embase searches in early 2020). Sixty-seven percent of HCPs found supplemental digital information (also called publication enhancers) moderately/very useful for understanding article content vs 56% in the 2020 survey. When asked about pandemic-related behavior changes, HCPs reported increases in social media use (55%), medical media use (52%), direct reading of research articles (45%), accessing supplemental digital information (39%), and sharing/recommending articles to colleagues (33%).

CONCLUSIONS

These survey results suggest that how HCPs interact with publication content is evolving and that these changes appear accelerated by the COVID-19 pandemic. This evolution is important to understand, and be accounted for, in the framework of omnichannel publication planning.

Barriers to help-seeking in medical students with anxiety at the University of South Carolina School of Medicine Greenville

Anxiety levels in medical students have been reported as higher than the aged-matched general population, yet medical students are less likely to seek care for mental health issues. Medical students carry high levels of self-stigma about their own mental health and fear the negative consequences of seeking care. The purpose of this study was to examine the student population at the University of South Carolina School of Medicine Greenville (UofSC SOMG) for anxiety levels and determine the self-stigma attitudes this population carries. UofSC SOMG students were surveyed using the GAD7, questions about mental health stigma, and open-ended questions on barriers to mental health care in medical students. Anxiety levels were compared to student responses. 31% of students reported moderate-severe anxiety levels. Stigma was the most frequently listed barrier to care, however, students with moderate-severe anxiety were more likely to report cost as a barrier to care than students with minimal anxiety levels. Despite free and accessible mental health care, medical students at UofSC SOMG still have anxiety at rates higher than the general population. Future work should help to provide interventions to the barriers of care, so medical students can better utilize mental health care resources.

The Impact of Cooperative Learning Method on the Oral Proficiency of Learners of the Training Program for English Tourist Guides

Oral proficiency is the core element of training courses for English tourist guides. This ability needs to be addressed in training program for English tourist guides. Cooperative learning method is widely used by educators as a teaching method, but rarely used to improve oral proficiency. A quasi-experimental design involving 60 participants was conducted to investigate and examine the effectiveness of cooperative learning method on the oral proficiency of learners in the English tourist guide training program. There were 30 learners in the control group and the experimental group, respectively. The experimental group adopted cooperative learning method, while the control group adopted traditional approach, in both of which pre-test and post-test were conducted. The results of the study showed that the impact of teaching with the cooperative learning method on the oral proficiency of learners of the training program for English tourist guides was higher than that of teaching with the traditional approach. The importance of the cooperative learning method in the training program for English tourist guides is highlighted as a reference for educational institutions.

An Investigation into the Pressures Experienced by Medical Masters Students during the COVID-19 Pandemic Based on the Perceived Stress Scale-14 and Its Alleviation Methods

The COVID-19 pandemic can be seen as a traumatic event during which time medical students have been required to perform dual roles both as students and as medical workers. In this study, we aimed to use the Perceived Stress Scale (PSS-14) to judge the pressures on medical students and to identify effective ways to relieve these pressures. In this cross-sectional study, the subjects were recruited under informed consent according to the Declaration of Helsinki. Students undertaking Masters degrees at the China-Japan Union Hospital of Jilin University were randomly selected and data were collected through questionnaire surveys. Our data showed significant differences in the levels of pressure experienced by Masters students (p < 0.05). In the student population that showed increased pressure, females were significantly more stressed than males (p < 0.05). In addition, the pressures persisted after a holiday period (p < 0.05) but were reduced by undertaking recreational activities. The psychological pressures resulting from the COVID-19 pandemic were higher in female medical students compared to males. We showed that recreational activities including chatting with friends reduced psychological pressures in female medical students.

Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study

BACKGROUND

The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development.

METHODS

A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content.

RESULTS

Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning.

CONCLUSIONS

Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.