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Eze C. Sleep health among medical students in Abakaliki Nigeria: A descriptive study. Sleep Med X 2024; 7:100103. [PMID: 38283143 PMCID: PMC10821605 DOI: 10.1016/j.sleepx.2024.100103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Revised: 11/01/2023] [Accepted: 01/04/2024] [Indexed: 01/30/2024] Open
Abstract
Background Sleep health focuses on those measurable characteristics of sleep that are most clearly associated with physical, mental, and neurobehavioral well-being, and not necessarily the absence of sleep disorder. Sleep health is characterised by subjective satisfaction, appropriate timing, adequate duration, high efficiency, and sustained alertness during waking hours. Adequate and restful sleep is particularly crucial for medical students, who face unique challenges due to the demanding nature of their academic and clinical responsibilities. There is limited data on sleep health among medical students in Nigeria. Objectives This research study investigated the pattern of sleep health among medical students in Abakaliki Nigeria. Methods This cross-sectional observational study was undertaken among the medical students of 2 public institutions in Abakaliki Nigeria from 16th to 23rd June 2023. Results Out of the 288 medical students (males- 53.1 %, females- 46.9 %), good sleep health was recorded in 6.6 %. The mean SATED sleep score was 4.9 ± 1.7 (male- 4.9 ± 1.8, female- 4.9 ± 1.6) (p-value = 1) and it was significantly lower among the final-year students. Age difference, sex difference, and presence of chronic headache did not significantly affect the SATED sleep score. The mean sleep duration was 6.1 ± 1.5 hours (male- 6.1 ± 1.6, female- 6.0 ± 1.4). Sleep duration (54.5 %) had the best rating while sleep efficiency (44 %) had the lowest rating among the assessed sleep domains. Conclusion Sleep health is poor among medical students in Abakaliki Nigeria and significantly poorer among final-year medical students.
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Affiliation(s)
- Chukwuemeka Eze
- Neurology Unit, Internal Medicine Department, Alex Ekwueme Federal University Teaching Hospital, Abakaliki, (AEFUTHA), Ebonyi State, Nigeria
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Sanborn J, Jones HE, Manze M, Twiste T, Freudenberg N. The Cumulative Impact of Unmet Essential Needs on Indicators of Attrition: Findings from a Public University Population-Based Sample of Students in the Bronx, NY. J Urban Health 2024:10.1007/s11524-024-00872-w. [PMID: 38955896 DOI: 10.1007/s11524-024-00872-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/27/2024] [Indexed: 07/04/2024]
Abstract
In recent decades, a growing proportion of college students have experienced financial stress, resulting in unmet essential needs including food insecurity, housing instability, lack of healthcare access, and inadequate mental health treatment. Given that urban-based public universities constitute a substantial proportion of the US college student population, understanding how unmet needs affect academic achievement in this population is crucial for developing strategies that alleviate college failure and dropout. We examined the cumulative impact of unmet essential needs (scored from 0 to 4) on indicators of college attrition (dropout, leave of absence, risk of academic probation). The sample comprised a college population-representative sample of 1833 students attending one of three urban public colleges in the Bronx, NY. Employing adjusted multinomial and binomial logistic regression models, we assessed how total unmet essential needs predict any indicator of college attrition. Each unit increase in unmet need increased the odds of having any attrition indicator by 29% (p < 0.01). Students with two unmet needs had 43% greater odds (p < 0.01), students with three unmet needs had 57% greater odds (p < 0.01), and students with four unmet needs had 82% greater odds (p < 0.01) of having any attrition indicator compared to those without unmet needs. Findings revealed a modest dose-response relationship between the number of unmet needs and the likelihood of experiencing indicators of attrition, suggesting a cumulative impact of unmet needs on students' ability to persist to graduation. Designing interventions aimed at college students with multiple unmet essential needs, and addressing these needs holistically, may assist student retention and graduation.
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Affiliation(s)
- Jenna Sanborn
- Department of Epidemiology and Biostatistics, CUNY Graduate School of Public Health & Health Policy, New York, NY, USA.
| | - Heidi E Jones
- Department of Epidemiology and Biostatistics, CUNY Graduate School of Public Health & Health Policy, New York, NY, USA
| | - Meredith Manze
- Department of Community Health and Social Sciences, CUNY Graduate School of Public Health and Health Policy, New York, NY, USA
| | - Tara Twiste
- Office of Applied Research, Evaluation, and Data Analytics, City University of New York, New York, NY, USA
| | - Nicholas Freudenberg
- Department of Community Health and Social Sciences, CUNY Graduate School of Public Health and Health Policy, New York, NY, USA
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Hefny AF, Almansoori TM, El-Zubeir M, AlBawardi A, Shaban S, Magzoub ME, Zoubeidi T, Mansour NA. Relationship between admission selection tools and student attrition in the early years of medical school. J Taibah Univ Med Sci 2024; 19:447-452. [PMID: 38455852 PMCID: PMC10918263 DOI: 10.1016/j.jtumed.2024.02.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 01/25/2024] [Accepted: 02/20/2024] [Indexed: 03/09/2024] Open
Abstract
Objectives Placement in medical schools is highly sought after worldwide with fierce competition among applicants. However, some of the best students withdraw after being accepted to medical school. The aim of this study was to investigate early student attrition within the first 2 years of medical school and determine its relationship to admission selection tools. Methods Quantitative research was conducted at the College of Medicine and Health Sciences from 2016 until 2020, during which time routine admission data and students' examination results for the first 2 years were collected and analyzed. Results The attrition rate during the study period was 31.7%. High school and college written examination scores were significantly related to completing the premedical program (p = 0.001 and p = 0.002, respectively). Female students scored significantly higher in multiple mini interviews (MMIs) compared with male counterparts (p < 0.001). However, the difference in MMI score was not related to student attrition (p = 0.148). Conclusion The cause of early attrition is complex and cannot be attributed to a single factor.Undergraduate high school score and written admission examination results were statistically significant factors in relation to student attrition rate and low academic performance. The results of this study showed that the female students scored significantly higher in the multiple MMI tests compared to male students. However, MMI score alone was not significantly related to student attrition.
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Affiliation(s)
- Ashraf F. Hefny
- Department of Surgery, CMHS, UAEU, Al Ain, United Arab Emirates
| | | | - Margaret El-Zubeir
- Department of Medical Education, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Alia AlBawardi
- Pathology Department, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Sami Shaban
- Department of Medical Education, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Mohi Eldin Magzoub
- Department of Medical Education, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Taoufik Zoubeidi
- Department of Statistics, United Arab Emirates University, United Arab Emirates
| | - Nirmin A. Mansour
- Department of Family Medicine, Ambulatory Healthcare Services, SEHA, United Arab Emirates
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4
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Deahl M. Are we selecting the right medical students? J R Soc Med 2024; 117:100-101. [PMID: 38527021 PMCID: PMC11046367 DOI: 10.1177/01410768241237108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/27/2024] Open
Affiliation(s)
- Martin Deahl
- Institute of Psychiatry and Kings College London, De Crespigney Park, London SE5 8AZ, UK
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Harris BHL, Harris SRL, Walsh JL, Pereira C, Black SM, Allott VES, Handa A, Thampy H. Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education. MEDICAL TEACHER 2024:1-8. [PMID: 38277134 DOI: 10.1080/0142159x.2023.2298755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Accepted: 12/20/2023] [Indexed: 01/27/2024]
Abstract
Peer-led assessment (PLA) has gained increasing prominence within health professions education as an effective means of engaging learners in the process of assessment writing and practice. Involving students in various stages of the assessment lifecycle, including item writing, quality assurance, and feedback, not only facilitates the creation of high-quality item banks with minimal faculty input but also promotes the development of students' assessment literacy and fosters their growth as teachers. The advantages of involving students in the generation of assessments are evident from a pedagogical standpoint, benefiting both students and faculty. However, faculty members may face uncertainty when it comes to implementing such approaches effectively. To address this concern, this paper presents twelve tips that offer guidance on important considerations for the successful implementation of peer-led assessment schemes in the context of health professions education.
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Affiliation(s)
| | - Samuel R L Harris
- Department of Oncology, University of Oxford, Oxford, United Kingdom
| | - Jason L Walsh
- Department of Cardiology, Royal Brompton and Harefield Hospitals NHS Trust, London, United Kingdom
- Medical Sciences Division, University of Oxford, Oxford, United Kingdom
| | - Christopher Pereira
- Cutrale Perioperative and Ageing Group, Department of Bioengineering, Imperial College London, London, United Kingdom
| | - Susannah M Black
- Medical Sciences Division, University of Oxford, Oxford, United Kingdom
| | | | - Ashok Handa
- Nuffield Department of Surgical Sciences, University of Oxford, Oxford, United Kingdom
| | - Harish Thampy
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, United Kingdom
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Ball A, Brecknell J. Healthcare apprenticeships: assessing the potential benefits to an acute care provider NHS organization. Postgrad Med J 2024; 100:127-130. [PMID: 37973401 DOI: 10.1093/postmj/qgad109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 10/24/2023] [Accepted: 10/26/2023] [Indexed: 11/19/2023]
Abstract
The introduction of healthcare-based apprenticeships to become both a physician associate and a doctor has been approved for delivery in England. This will revolutionize medical training and it is hoped that medical training would be more accessible. This has generated a mixture of reactions, some enthusiastic and others concerned. This paper gauges interest among staff at Barking, Havering, and Redbridge University Hospitals NHS Trust in pursuing training as a doctor and/or physician associate through the apprenticeship route. Applicants were interviewed to discover their motivations for interest, and the potential benefit to the Trust of these new opportunities was also assessed. This revealed that applicants were primarily driven through intrinsic motivations, such as a lifelong dream to be a doctor and a desire to fulfil a patient-facing role. Many expressed financial and social situations were a barrier to prior application, making the apprenticeship role more attractive. Healthcare professionals should accurately represent the population that they serve, which is currently not the case. The prospective applicants, with diverse backgrounds and existing healthcare experience, can help to improve patient care through their diverse perspective and understanding of multidisciplinary team working. This article highlights the potential of medical-based apprenticeships to help address longstanding challenges in medical education and workforce diversity. Furthermore, there could be significant financial and practical benefits to the trust of upskilling enthusiastic staff. However, there is currently a lack of clarity regarding selection processes and entry criteria, which must be addressed.
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Affiliation(s)
- Alfred Ball
- Department of Medical Education, Barking Havering & Redbridge University Hospitals NHS Trust, Queen's Hospital, Rom Valley Way, Romford, RM7 0AG, United Kingdom
| | - John Brecknell
- Department of Medical Education, Barking Havering & Redbridge University Hospitals NHS Trust, Queen's Hospital, Rom Valley Way, Romford, RM7 0AG, United Kingdom
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Wirthmiller TB, Neu BU, Schmitz FM, Wohlfarth B. NEPTUNE. On the seven seas of resilience. MEDICAL EDUCATION ONLINE 2023; 28:2246782. [PMID: 37598418 PMCID: PMC10444019 DOI: 10.1080/10872981.2023.2246782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/22/2023]
Affiliation(s)
| | - Beate Ursula Neu
- Department of Angiology, Bern University Hospital, University of Bern, Bern, Switzerland
| | | | - Benny Wohlfarth
- Department of Angiology, Bern University Hospital, University of Bern, Bern, Switzerland
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Mhata NT, Ntlantsana V, Tomita AM, Mwambene K, Saloojee S. Prevalence of depression, anxiety and burnout in medical students at the University of Namibia. S Afr J Psychiatr 2023; 29:2044. [PMID: 37292521 PMCID: PMC10244924 DOI: 10.4102/sajpsychiatry.v29i0.2044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Accepted: 04/02/2023] [Indexed: 06/10/2023] Open
Abstract
Background There is an increased prevalence of depression, anxiety, and burnout among medical students worldwide with no information from Namibia. Aim This study aimed to determine the prevalence and factors associated with depression, anxiety, and burnout among medical students at the University of Namibia (UNAM). Methods A quantitative descriptive cross-sectional survey was conducted utilising a specially designed questionnaire for the study and standardised instruments to evaluate depression, anxiety, and burnout. Results Of the 229 students in this study, 71.6% were female and 28.4% were male. The prevalence of depression, anxiety, and burnout was 43.6%, 30.6%, and 36.2%, respectively. The prevalence of emotional exhaustion (EX), cynicism (CY), and professional efficacy (EF) was 68.1% (n = 156), 77.3% (n = 177) and 53.3% (n = 122), respectively. In the final regression model, participants with a current psychiatric illness were more likely to screen positive for depression (adjusted odds ratio [aOR] 4.06, confidence interval [CI] 1.28-12.91; p = 0.02) and anxiety (aOR: 3.63, CI: 1.17-11.23; p = 0.03). Emotional exhaustion and cynicism were significantly associated with female gender (EX: aOR, 0.40, CI: 0.20-0.79; p = 0.01) (CY: aOR, 0.42, CI: 0.20-0.91; p = 0.03). Conclusion More than one in three medical students at the UNAM were either depressed or burnt out. Contribution This is the first study to highlight the mental health needs of medical students at the University of Namibia.
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Affiliation(s)
- Nelao T Mhata
- Discipline of Psychiatry, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Vuyokazi Ntlantsana
- Discipline of Psychiatry, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Andrew M Tomita
- Discipline of Psychiatry, KwaZulu-Natal Research Innovation and Sequencing Platform (KRISP), College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
- Discipline of Psychiatry, Centre for Rural Health, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Kissah Mwambene
- Department of Psychiatry, School of Medicine, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek, Namibia
- Mental Health Centre, Windhoek Central Hospital, Windhoek, Namibia
| | - Shamima Saloojee
- Discipline of Psychiatry, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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Khairul Anhar Holder NA, Pallath V, Vadivelu J, Foong CC. Using document phenomenology to investigate academic failure among year 1 undergraduate Malaysian medical students. BMC MEDICAL EDUCATION 2023; 23:310. [PMID: 37147649 PMCID: PMC10161666 DOI: 10.1186/s12909-023-04285-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 04/20/2023] [Indexed: 05/07/2023]
Abstract
BACKGROUND Academic failure is common among medical schools worldwide. However, the process behind this failure itself is underexplored. A deeper understanding of this phenomenon may avert the vicious cycle of academic failure. Hence, this study investigated the process of academic failure among medical students in Year 1. METHODS This study employed a document phenomenological approach, which is a systematic process to examine documents, interpret them to attain understanding, and develop empirical knowledge of the phenomenon studied. Using document analysis, interview transcripts and reflective essays of 16 Year 1 medical students who experienced academic failure were analysed. Based on this analysis, codes were developed and further reduced into categories and themes. Thirty categories in eight themes were linked to make sense of the series of events leading to academic failure. RESULTS One or more critical incidents commenced during the academic year, which led to possible resulting events. The students had poor attitudes, ineffective learning methods, health problems or stress. Students progressed to mid-year assessments and reacted differently to their results in the assessments. Afterwards, the students tried different types of attempts, and they still failed the end-of-year assessments. The general process of academic failure is illustrated in a diagram describing chronological events. CONCLUSION Academic failure may be explained by a series of events (and consequences) of what students experience and do and how they respond to their experiences. Preventing a preceding event may prevent students from suffering these consequences.
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Affiliation(s)
| | - Vinod Pallath
- ¹Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, 50603, Malaysia
| | - Jamuna Vadivelu
- ¹Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, 50603, Malaysia
| | - Chan Choong Foong
- ¹Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, 50603, Malaysia.
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Madden S, Martin N, Clements JM, Kirk SJ. 'Factors influencing future career choices of Queen's University Belfast Medical students.'. THE ULSTER MEDICAL JOURNAL 2023; 92:71-76. [PMID: 37649912 PMCID: PMC10464625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
INTRODUCTION Decisions made by medical students on future career choice have demonstrated concordance with subsequent postgraduate career path. This study aimed to understand the factors that impact undergraduate career decision making. METHODS An anonymous voluntary survey consisting of binominal, Likert and free text responses was distributed to all medical students registered at Queen's University Belfast (QUB). Data was collected over 6 weeks in April-May 2021. The primary outcome was future career aspirations. The secondary outcomes were the impact of mentorship on career choice, the likelihood of students completing their medical degree and practicing medicine upon graduation. Local ethical approval was obtained. RESULTS 202 responses were received (response rate 15%). 67% (n = 135) were female. One third of respondents remained undecided about their future career choice. Surgery was both the most popular definite career choice (16.3%) of respondents, butalsothespecialtymarkedmostoftenas'Least preferred Specialty' (33%). Factors positively influencing career choice were academic interest and flexibility in working hours. Negative predictors of career choice were lack of interest in the area, perceived workload, and duration of training schemes. 71% (n=144) of respondents reported that a subspecialty mentor would positively influence their career choice and two-thirds of respondents reported that financial factors would influence their career decision. 11% (n= 22) of respondents were unsure or undecided if they would continue medicine as a career upon graduation. CONCLUSION Uncertainty over future career intention remains common with surgery the least popular speciality. Mentorship, integrating flexibility in training and enhancing academic interest should be considered by educational stakeholders as mechanisms to generating undergraduate interest in a subspecialty. Furthermore, the reported rate of students intention to leave their medical degree prior to graduation by this cohort is concerning, warranting further investigation.
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Affiliation(s)
- S Madden
- School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast
| | - N Martin
- School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast
| | - JM Clements
- School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast
- Ulster Hospital, Dundonald, Belfast
| | - SJ Kirk
- School of Medicine, Dentistry & Biomedical Sciences, Queen’s University Belfast
- Ulster Hospital, Dundonald, Belfast
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Rich A, Viney R, Silkens M, Griffin A, Medisauskaite A. UK medical students' mental health during the COVID-19 pandemic: a qualitative interview study. BMJ Open 2023; 13:e070528. [PMID: 37076141 PMCID: PMC10124246 DOI: 10.1136/bmjopen-2022-070528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/21/2023] Open
Abstract
OBJECTIVES To understand the impact of COVID-19 on medical students with mental health problems. DESIGN Qualitative study employing in-depth semistructured interviews with medical students which were analysed using reflexive thematic analysis. SETTING AND PARTICIPANTS A purposive sample of 20 students originating from 8 geographically spread UK medical schools were selected, representing various mental health issues and demographic characteristics. RESULTS Three themes were identified: (1) medical schools' response to the pandemic-schools increased awareness-raising of mental health support and increased flexibility in regards to academic requirements; (2) disruption to the medical degree-COVID-19 brought change and uncertainty to medical education and missed learning opportunities reduced students' confidence and (3) psychological consequences of the pandemic-COVID-19 had a negative impact on mental health, most notably raising stress and anxiety but also triggering new or existing conditions. CONCLUSIONS While there were many negative aspects of the pandemic for medical students experiencing mental ill health, there were also positives. Students felt that the increased focus on mental health support during the pandemic had reduced stigma towards mental health. Given stigma has been identified as a key barrier for help-seeking in medical students, future research should investigate the longer-term impacts of the pandemic and whether medical students are more likely to seek help for mental health difficulties postpandemic.
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Affiliation(s)
- Antonia Rich
- Research Department of Medical Education, UCL Medical School, University College London, London, UK
| | - Rowena Viney
- Research Department of Medical Education, UCL Medical School, University College London, London, UK
| | - Milou Silkens
- Centre for Healthcare Innovation Research, Department of Health Services Research and Management, City University, London, UK
| | - Ann Griffin
- Research Department of Medical Education, UCL Medical School, University College London, London, UK
| | - Asta Medisauskaite
- Research Department of Medical Education, UCL Medical School, University College London, London, UK
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Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study. Healthcare (Basel) 2023; 11:healthcare11030375. [PMID: 36766950 PMCID: PMC9914150 DOI: 10.3390/healthcare11030375] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 01/16/2023] [Accepted: 01/23/2023] [Indexed: 02/03/2023] Open
Abstract
We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program's design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between "pre" and "post" test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, p-value: <0.001) and motivation (14.9%, p-value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students.
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Crossing E, Smyth L, Valter K, Webb A. Visualizing the Human Body Using an Artistic Approach. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1392:129-148. [PMID: 36460849 DOI: 10.1007/978-3-031-13021-2_7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
This chapter describes an innovative approach to the cross-disciplinary study of anatomy and art to facilitate visualization of the human body. We draw upon the literature, together with our own experience of designing, delivering and researching a cross-disciplinary art and anatomy course, to indicate the critical elements of the approach that foster students' visualization of the anatomy of the human body.Visual arts have been linked with anatomy for centuries, but typically biomedical science has existed in a utilitarian relationship with art only used as an aid. In this chapter, we discuss the rationale underpinning a cross-disciplinary anatomy and art course and describe our experience of devising activities and assessment that create a stimulating and mutually beneficial environment for visualizing the experience and physicality of the human body. We describe the structure of the course which integrates art and anatomy to train students in the language of anatomy and visual representation, by engaging them in a process of attempting their own visual communication. The cross-disciplinary nature of our approach creates a unique social environment that offers a supportive environment for exploration and experimentation without fear of failure. Students' personal growth in resilience, tolerance for uncertainty and creativity prepares them for the inclusion of these values in their career.
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Affiliation(s)
- Elisa Crossing
- School of Art & Design, College of Arts and Social Sciences, Australian National University, Canberra, ACT, Australia
| | - Lillian Smyth
- Medical School, College of Health and Medicine, Australian National University, Canberra, ACT, Australia
| | - Krisztina Valter
- Medical School, College of Health and Medicine, Australian National University, Canberra, ACT, Australia
| | - Alexandra Webb
- Medical School, College of Health and Medicine, Australian National University, Canberra, ACT, Australia.
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Enabulele O, Enabulele JE. Pre-service medical education course completion and drop-out rates. HUMAN RESOURCES FOR HEALTH 2022; 20:88. [PMID: 36575493 PMCID: PMC9793383 DOI: 10.1186/s12960-022-00785-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 12/01/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION The "Global strategy on human resources for health: Workforce 2030" was adopted by the 69th World Health Assembly. Among its objectives is the strengthening of data on human resources for health, to inform evidence-based policy decisions. These data include the course completion and drop-out rates, to inform mechanisms that support recruitment and retention. OBJECTIVE This paper sought to evaluate trends in course completion and drop-out rates of health workforce students. However, original data were only obtained for pre-service medical students, but no other health worker occupational groups. METHODS A mixed method approach was employed to obtain data presented in this paper. A structured questionnaire was sent out to targeted medical training institutions, regulatory bodies, and National Medical Associations, supplemented by a web and literature search for existing studies or data reports. Data were analyzed using IBM SPSS Statistics version 21.0 (Chicago, IL, USA) and Microsoft Excel 2010. RESULTS Eight previously published studies were identified originating from six countries, with course completion rates ranging from 84% in Pakistan to 98.6% in the United States of America, while the drop-out rates ranged from 1.4% in the United States of America to 16% in Pakistan. An analysis of pre-service medical students in Australia and New Zealand, revealed average course completion rates of 93.3% and 96.9%, respectively, and average drop-out rates of 6.7% and 3.1%, respectively. An analysis of pre-service medical students from Nigeria, revealed an average course completion rate of 88.3%, and an average drop-out rate of 11.7%. Data were not readily available for most countries targeted during the research, either because of lack of existing mechanisms for collation of required data or restrictions making such data publicly unavailable and inaccessible. CONCLUSIONS Drop-out rate for pre-service medical students varies across countries with some countries recording higher drop-out rates, which raise significant concerns about the capacity of such countries to scale up production of human resources for health. Data that monitor both course completion and drop-out rates, and seek to provide insight into reasons for observed numbers, can inform mechanisms to address the causes of course drop-out and support student retention.
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Affiliation(s)
- Osahon Enabulele
- Department of Family Medicine, University of Benin Teaching Hospital, Ugbowo, P.O. Box 10427, Benin City, Edo Nigeria
- Department of Family Medicine, University of Benin, Benin City, Edo Nigeria
| | - Joan Emien Enabulele
- Department of Restorative Dentistry, University of Benin, P.M.B. 1154, Benin City, Edo Nigeria
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Kilstrom J, Neary S, Roman C, Garrubba C, LeLacheur S, Van Rhee J. Factors Influencing Physician Assistant Student Attrition Rates. J Physician Assist Educ 2022; 33:341-345. [PMID: 36409246 DOI: 10.1097/jpa.0000000000000468] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The aim of this study was to assess factors that influence student well-being and attrition and to compare faculty perceptions to the realities of student experience. METHODS Three anonymous online surveys were distributed, one for each group of currently enrolled students, faculty/staff, and attritted students. RESULTS Faculty estimated that an average of 12.8% of PA students in their program have considered dropping out in the past 6 months, while 22.9% of students self-reported considering dropping out in the past 6 months. The most frequently cited factors for considering dropping out were mental health and lack of connection to the program. Mental health was the highest cited reason for having taken or having considered taking a leave of absence. DISCUSSION Faculty perceptions in this study were incongruent with the actual situations of their students. Mental health issues and a lack of connection to programs were the largest influencers of attrition.
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Affiliation(s)
- Jonathan Kilstrom
- Jonathan Kilstrom, MPAS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Stephanie Neary, MPA, MMS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Chris Roman, DMS, PA-C, is the program director, chair, and an associate professor for the Butler University Department of PA Studies in Indianapolis, Indiana
- Carl Garrubba, DMSc, PA-C, CPA, is the chair, director, and a professor for the Dominican University of California Physician Assistant Program in San Rafael, California
- Susan LeLacheur, DrPH, PA-C, is a professor for the George Washington University School of Medicine and Health Sciences PA Program in Washington, DC
- James Van Rhee, MS, PA-C, is an assistant professor for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
| | - Stephanie Neary
- Jonathan Kilstrom, MPAS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Stephanie Neary, MPA, MMS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Chris Roman, DMS, PA-C, is the program director, chair, and an associate professor for the Butler University Department of PA Studies in Indianapolis, Indiana
- Carl Garrubba, DMSc, PA-C, CPA, is the chair, director, and a professor for the Dominican University of California Physician Assistant Program in San Rafael, California
- Susan LeLacheur, DrPH, PA-C, is a professor for the George Washington University School of Medicine and Health Sciences PA Program in Washington, DC
- James Van Rhee, MS, PA-C, is an assistant professor for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
| | - Chris Roman
- Jonathan Kilstrom, MPAS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Stephanie Neary, MPA, MMS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Chris Roman, DMS, PA-C, is the program director, chair, and an associate professor for the Butler University Department of PA Studies in Indianapolis, Indiana
- Carl Garrubba, DMSc, PA-C, CPA, is the chair, director, and a professor for the Dominican University of California Physician Assistant Program in San Rafael, California
- Susan LeLacheur, DrPH, PA-C, is a professor for the George Washington University School of Medicine and Health Sciences PA Program in Washington, DC
- James Van Rhee, MS, PA-C, is an assistant professor for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
| | - Carl Garrubba
- Jonathan Kilstrom, MPAS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Stephanie Neary, MPA, MMS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Chris Roman, DMS, PA-C, is the program director, chair, and an associate professor for the Butler University Department of PA Studies in Indianapolis, Indiana
- Carl Garrubba, DMSc, PA-C, CPA, is the chair, director, and a professor for the Dominican University of California Physician Assistant Program in San Rafael, California
- Susan LeLacheur, DrPH, PA-C, is a professor for the George Washington University School of Medicine and Health Sciences PA Program in Washington, DC
- James Van Rhee, MS, PA-C, is an assistant professor for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
| | - Susan LeLacheur
- Jonathan Kilstrom, MPAS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Stephanie Neary, MPA, MMS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Chris Roman, DMS, PA-C, is the program director, chair, and an associate professor for the Butler University Department of PA Studies in Indianapolis, Indiana
- Carl Garrubba, DMSc, PA-C, CPA, is the chair, director, and a professor for the Dominican University of California Physician Assistant Program in San Rafael, California
- Susan LeLacheur, DrPH, PA-C, is a professor for the George Washington University School of Medicine and Health Sciences PA Program in Washington, DC
- James Van Rhee, MS, PA-C, is an assistant professor for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
| | - James Van Rhee
- Jonathan Kilstrom, MPAS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Stephanie Neary, MPA, MMS, PA-C, is an assistant professor-adjunct for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
- Chris Roman, DMS, PA-C, is the program director, chair, and an associate professor for the Butler University Department of PA Studies in Indianapolis, Indiana
- Carl Garrubba, DMSc, PA-C, CPA, is the chair, director, and a professor for the Dominican University of California Physician Assistant Program in San Rafael, California
- Susan LeLacheur, DrPH, PA-C, is a professor for the George Washington University School of Medicine and Health Sciences PA Program in Washington, DC
- James Van Rhee, MS, PA-C, is an assistant professor for the Yale University School of Medicine PA Online Program in New Haven, Connecticut
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Foong CC, Bashir Ghouse NL, Lye AJ, Pallath V, Hong WH, Vadivelu J. Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective. Ann Med 2022; 54:195-210. [PMID: 35019800 PMCID: PMC8757602 DOI: 10.1080/07853890.2021.1967440] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 07/15/2021] [Accepted: 08/05/2021] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. METHODS This study employed a qualitative instrumental case study design intended to compare two groups of students-high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. RESULTS Data analysis revealed four themes-motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. CONCLUSION Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes.Key MessagesThis study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset.Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance.Governing variable-based remediation may help students interrogate the motives of their actions.
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Affiliation(s)
- Chan Choong Foong
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Nur Liyana Bashir Ghouse
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - An Jie Lye
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Vinod Pallath
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Wei-Han Hong
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Jamuna Vadivelu
- Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
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Shulruf B, Velan GM, Kennedy SE. Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2022; 19:31. [PMID: 36437628 PMCID: PMC10435329 DOI: 10.3352/jeehp.2022.19.31] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 11/20/2022] [Indexed: 06/16/2023]
Abstract
PURPOSE The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives. METHODS Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables. RESULTS Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%). CONCLUSION The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.
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Affiliation(s)
- Boaz Shulruf
- Office of Medical and Health Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW, Australia
| | - Gary Mayer Velan
- Office of Medical and Health Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW, Australia
| | - Sean Edward Kennedy
- Office of Medical and Health Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW, Australia
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Nguyen M, Chaudhry SI, Desai MM, Chen C, Mason HRC, McDade WA, Fancher TL, Boatright D. Association of Sociodemographic Characteristics With US Medical Student Attrition. JAMA Intern Med 2022; 182:917-924. [PMID: 35816334 PMCID: PMC9274446 DOI: 10.1001/jamainternmed.2022.2194] [Citation(s) in RCA: 31] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
Importance Diversity in the medical workforce is critical to improve health care access and achieve equity for resource-limited communities. Despite increased efforts to recruit diverse medical trainees, there remains a large chasm between the racial and ethnic and socioeconomic composition of the patient population and that of the physician workforce. Objective To analyze student attrition from medical school by sociodemographic identities. Design, Setting, and Participants This retrospective cohort study included allopathic doctor of medicine (MD)-only US medical school matriculants in academic years 2014-2015 and 2015-2016. The analysis was performed from July to September 2021. Main Outcomes and Measures The main outcome was attrition, defined as withdrawal or dismissal from medical school for any reason. Attrition rate was explored across 3 self-reported marginalized identities: underrepresented in medicine (URiM) race and ethnicity, low income, and underresourced neighborhood status. Logistic regression was assessed for each marginalized identity and intersections across the 3 identities. Results Among 33 389 allopathic MD-only medical school matriculants (51.8% male), 938 (2.8%) experienced attrition from medical school within 5 years. Compared with non-Hispanic White students (423 of 18 213 [2.3%]), those without low income (593 of 25 205 [2.3%]), and those who did not grow up in an underresourced neighborhood (661 of 27 487 [2.4%]), students who were URiM (Hispanic [110 of 2096 (5.2%); adjusted odds ratio (aOR), 1.41; 95% CI, 1.13-1.77], non-Hispanic American Indian/Alaska Native/Native Hawaiian/Pacific Islander [13 of 118 (11.0%); aOR, 3.20; 95% CI, 1.76-5.80], and non-Hispanic Black/African American [120 of 2104 (5.7%); aOR, 1.41; 95% CI, 1.13-1.77]), those who had low income (345 of 8184 [4.2%]; aOR, 1.33; 95% CI, 1.15-1.54), and those from an underresourced neighborhood (277 of 5902 [4.6%]; aOR, 1.35; 95% CI, 1.16-1.58) were more likely to experience attrition from medical school. The rate of attrition from medical school was greatest among students with all 3 marginalized identities (ie, URiM, low income, and from an underresourced neighborhood), with an attrition rate 3.7 times higher than that among students who were not URiM, did not have low income, and were not from an underresourced neighborhood (7.3% [79 of 1086] vs 1.9% [397 of 20 353]; P < .001). Conclusions and Relevance This retrospective cohort study demonstrated a significant association of medical student attrition with individual (race and ethnicity and family income) and structural (growing up in an underresourced neighborhood) measures of marginalization. The findings highlight a need to retain students from marginalized groups in medical school.
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Affiliation(s)
- Mytien Nguyen
- MD-PhD Program, Yale School of Medicine, New Haven, Connecticut
| | - Sarwat I. Chaudhry
- Section of General Internal Medicine, Department of Medicine, Yale School of Medicine, New Haven, Connecticut
| | - Mayur M. Desai
- Chronic Disease Epidemiology Department, Yale School of Public Health, Yale School of Medicine, New Haven, Connecticut
| | - Candice Chen
- Department of Health Policy and Management, Milken Institute School of Public Health, The George Washington University, Washington, DC
| | | | - William A. McDade
- Accreditation Council for Graduate Medical Education, Chicago, Illinois
| | - Tonya L. Fancher
- Division of General Internal Medicine, Geriatrics and Bioethics, University of California, Davis, School of Medicine, Sacramento
| | - Dowin Boatright
- Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
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Tiffin PA, Sanger E, Smith DT, Troughton A, Paton LW. Situational judgement test performance and subsequent misconduct in medical students. MEDICAL EDUCATION 2022; 56:754-763. [PMID: 35293004 PMCID: PMC9310905 DOI: 10.1111/medu.14801] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 02/17/2022] [Accepted: 03/09/2022] [Indexed: 05/28/2023]
Abstract
INTRODUCTION Situational judgement tests (SJTs) have been widely adopted, internationally, into medical selection. It was hoped that such assessments could identify candidates likely to exhibit future professional behaviours. Understanding how performance on such tests may predict the risk of disciplinary action during medical school would provide evidence for the validity of such SJTs within student selection. It would also inform the implementation of such tests within student recruitment. METHODS This cohort study used data for 6910 medical students from 36 UK medical schools who sat the University Clinical Aptitude Test (UCAT) SJT in 2013. The relationship between SJT scores at application and the risk of subsequent disciplinary action during their studies was modelled. The incremental ability of the SJT scores to predict the risk of disciplinary action, above that already provided by UCAT cognitive test scores and secondary (high) school achievement, was also evaluated in 5535 of the students with information available on this latter metric. RESULTS Two hundred and ten (3.05%) of the students in the cohort experienced disciplinary action. The risk of disciplinary action reduced with increasing performance on the admissions SJT (odds ratio (OR) 0.80, 95% confidence interval (CI) 0.69 to 0.92, p = 0.002). This effect remained similar after adjusting for cognitive performance and prior academic attainment (OR 0.77, 95% CI 0.65 to 0.92, p = 0.004). The overall estimated effect-size was small (Cohen's d = 0.08) and no evidence of 'threshold' effects were observed for the SJT scores and risk of disciplinary action. CONCLUSIONS Performance on admissions SJTs can, at least modestly, incrementally predict the risk of subsequent disciplinary action, supporting their use in this context. However, for this SJT and outcome, there did not seem a distinct threshold score above which the risk of disciplinary action disproportionately increased. This should be considered when using the scores within medical selection.
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Affiliation(s)
- Paul A. Tiffin
- Department of Health SciencesUniversity of YorkYorkNorth YorkshireUK
- Hull York Medical SchoolYorkNorth YorkshireUK
| | - Emily Sanger
- Leeds and York Partnership NHS Foundation TrustLeedsYorkshireUK
| | | | | | - Lewis W. Paton
- Department of Health SciencesUniversity of YorkYorkNorth YorkshireUK
- Hull York Medical SchoolYorkNorth YorkshireUK
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Wainipitapong S, Chiddaycha M. Assessment of dropout rates in the preclinical years and contributing factors: a study on one Thai medical school. BMC MEDICAL EDUCATION 2022; 22:461. [PMID: 35710367 PMCID: PMC9202226 DOI: 10.1186/s12909-022-03527-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The highest dropout rate for medical students is during the preclinical years of education. Several studies have reported possible contributing factors, however, studies regarding the dropout rate from medical education among Thai medical students and its associated factors are still lacking. This study aimed to identify the prevalence of dropout from medical education within the preclinical period and its associated factors among Thai medical students. METHODS We collected data from preclinical medical students who entered one medical school in Bangkok, Thailand, between 2017-2019. Demographic data, admission program, pre-admission mental health status assessed by the Thai Mental Health Indicator 66, mental health records from the faculty-based counseling services, and academic achievement were extracted. Data were reported in a descriptive fashion. We analyzed the association between dropout and these factors by robust Poisson regression. RESULTS In total, 914 students were recruited. Dropout was only 1.5%, which was lower than the previous studies. Regression analysis showed a significant association between dropout and mental health problems [Prevalence ratio (PR) 58.20, 95%CI 13.72- 246.95] but not admission program [PR 0.32, 95%CI 0.09 - 1.16] or failing examinations [PR 0.59, 95%CI 0.18 - 1.90]. However, other contributing factors such as financial status, family problems, medical illness, and students' motivation, were not evaluated in this study. CONCLUSIONS Mental health problems during medical education were associated with dropout after adjusting for other confounding variables. Further longitudinal studies are needed to identify the impacts of academic failure on dropout in higher clinical years.
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Affiliation(s)
- Sorawit Wainipitapong
- Department of Psychiatry, Faculty of Medicine, Chulalongkorn University and King Chulalongkorn Memorial Hospital, the Thai Red Cross Society, Bangkok, Thailand
- Center of Excellence in Transgender Health, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Mayteewat Chiddaycha
- Department of Psychiatry, Faculty of Medicine, Chulalongkorn University and King Chulalongkorn Memorial Hospital, the Thai Red Cross Society, Bangkok, Thailand
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Canzan F, Saiani L, Mezzalira E, Allegrini E, Caliaro A, Ambrosi E. Why do nursing students leave bachelor program? Findings from a qualitative descriptive study. BMC Nurs 2022; 21:71. [PMID: 35351118 PMCID: PMC8966353 DOI: 10.1186/s12912-022-00851-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 03/15/2022] [Indexed: 11/25/2022] Open
Abstract
Background Over the past few years, the phenomenon of “nursing student attrition” has been unevenly studied. Investigators often focused on independent predictors as age, family obligations, final grade of high school, demanding physical and mental workload and others. Specifically, just a few studies applied qualitative methods to better comprehend the very needs of first year students enrolled in a bachelor’s degree in nursing sciences (BSN), to sustain their learning process and define effective strategies to reduce student drop-out. Methods We conducted a qualitative descriptive study. Thirty-one nursing students at Verona University were interviewed using a semi-structured guide. Data analysis was performed according to a descriptive approach by Sandelowski & Barroso (2000). Results A total number of 31 students were interviewed. The most recurrent themes regarding the reasons behind BSN drop-out were: understanding that they were not suited to be nurses, perception of missing/lack of psychological, physical and practical resources needed to successfully cope with both nursing school and the nursing profession, inconsistencies between the image of the profession and the reality of the job, feelings of disappointment for the experiences of internship, perceived lack of support from the clinical teacher while going through difficult experiences. Conclusions We can consider a part of these drop-out decisions normal, even physiological when students come to realise that they are not suited for the nursing profession. However, it’s important to guide nursing students with adequate counselling in order to give them the essential tools to cope with the training and the future as health professionals.
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Affiliation(s)
- Federica Canzan
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy.
| | - Luisa Saiani
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy
| | - Elisabetta Mezzalira
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy
| | | | - Arianna Caliaro
- Azienda Ospedaliera Universitaria Integrata Verona, Verona, Italy
| | - Elisa Ambrosi
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie 8, 37100, Verona, Italy
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Kirtchuk D, Wells G, Levett T, Castledine C, de Visser R. Understanding the impact of academic difficulties among medical students: A scoping review. MEDICAL EDUCATION 2022; 56:262-269. [PMID: 34449921 DOI: 10.1111/medu.14624] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Revised: 08/04/2021] [Accepted: 08/13/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND Many medical students may encounter a range of academic and personal challenges during their course of study, but very little is known about their experiences. Our aim was to review the literature to inform future scholarship and to inform policy change. METHODS A scoping review was conducted searching PubMed, MEDLINE, EMBASE, PsycInfo, British Education Index, Web of Science and ERIC for English language primary research with no date limits. This retrieved 822 papers of which eight met the requirements for inclusion in the review. Data were independently reviewed by two researchers and underwent thematic analysis by the research team. RESULTS Three major themes emerged. Theme 1: 'Identity preservation' addressed students' aim to preserve their sense of self in the face of academic difficulty and their tendency to seek support. This connected the apprehension many students expressed about their educational institutions to Theme 2: 'The dual role of the medical school'-medical schools are required to support struggling students but are predominantly seen as a punitive structure acting as the gatekeeper to a successful career in medicine. Students' apprehension and attempts to protect their identities within this complex landscape often resulted in 'maladaptive coping strategies' (Theme 3). CONCLUSION Understanding and exploring the academic challenges faced by medical students through their own experiences highlight the need for the development of more individualised remediation strategies. Educators may need to do more to bridge the gap between students and institutions. There is a need to build trust and to work with students to enhance their sense of self and remediate approaches to engagement with learning, rather than focusing efforts on success in assessments and progression.
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Affiliation(s)
- David Kirtchuk
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK
| | - Geoffrey Wells
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK
| | - Tom Levett
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK
| | - Clare Castledine
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK
| | - Richard de Visser
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, UK
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Ye X, Zhai M, Feng L, Xie A, Wang W, Wu H. Still want to be a doctor? Medical student dropout in the era of COVID-19. JOURNAL OF ECONOMIC BEHAVIOR & ORGANIZATION 2022; 195:122-139. [PMID: 35075314 PMCID: PMC8769655 DOI: 10.1016/j.jebo.2021.12.034] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Revised: 12/21/2021] [Accepted: 12/29/2021] [Indexed: 05/28/2023]
Abstract
This research examines the intention of undergraduate medical students to withdraw from the medical profession and pursue a career in a different field upon graduation during COVID-19. We leverage the first and most comprehensive nationwide survey for medical education in China, which covered 98,668 enrolled undergraduate students from 90 out of 181 Chinese medical schools in 2020. We focus on these students' self-reported intention to leave the healthcare industry (the "dropout intention") before and after the outbreak of the epidemic. We also designed a randomized experiment to test whether and to what extent medical students dropout intention responded to an information nudge that highlighted the prosociality of health professionals in the fight against the virus. Results from a difference-in-differences model and a student fixed effect model suggest that after the onset of COVID-19, the proportion of Chinese undergraduate medical students with a dropout intention declined from 13.7% to 6.8%. Furthermore, the nudge information reduced the intent-to-drop-out probability by 0.8 additional percentage points for students in their early college years. There was large heterogeneity underneath the treatment effect. Specifically, we find that prior dropout intention and exposures to COVID-19-related information tended to mitigate the nudge effects. Data on students' actual dropout outcomes support our findings.
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Affiliation(s)
- Xiaoyang Ye
- Annenberg Institute for School Reform, Brown University, Providence, RI 02906, United States
| | - Muxin Zhai
- Department of Finance and Economics, Texas State University, San Marcos, TX 78666, United States
| | - Li Feng
- Department of Finance and Economics, Texas State University, San Marcos, TX 78666, United States
| | - A'na Xie
- National Center for Health Professions Education Development/Institute of Medical Education, Peking University, Beijing, 100191, China
| | - Weimin Wang
- Health Science Center, Peking University, Beijing, 100191 China
| | - Hongbin Wu
- National Center for Health Professions Education Development/Institute of Medical Education, Peking University, Beijing, 100191, China
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Picton A, Greenfield S, Parry J. Why do students struggle in their first year of medical school? A qualitative study of student voices. BMC MEDICAL EDUCATION 2022; 22:100. [PMID: 35172820 PMCID: PMC8848907 DOI: 10.1186/s12909-022-03158-4] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 01/07/2022] [Indexed: 05/19/2023]
Abstract
BACKGROUND Struggling at medical school incorporates academic failure, course disruption and early course exit. Struggling is usually multi-factorial involving academic, personal, financial and health factors. Struggling students may fail to engage with available support. First year students are particularly susceptible as they transition to university and a professional career. METHODS The study aim was to explore medical students' own voices on struggling and assess how they match up to existing literature. During one academic year, all first year medical students at the University of Birmingham (UK) who opted to leave or were required to withdraw (n = 52) were asked to participate in an individual exit interview. Fifteen students responded and fourteen (27%) agreed to be interviewed. Interviews were face to face (n = 10), telephone (n = 3) and via email (n = 1). Interviews were unstructured and led by a general open question. Framework analysis identified key data themes. RESULTS Students described year one of medical school as a critical transition. They simultaneously needed to adapt to being a university student, a medical student and a doctor. A six-group typology of students emerged, each of which struggled with one or more of these adaptations. The groups were: wrong degree choice, mental health problems, acute crisis, at capacity, slow starter and family rock. Some students experienced an isolated problem from within this typology. Most had a multi-factorial story of struggling. Mental health problems and acute crises were the most common issues. Early professional identity formation was a key hurdle. Help-seeking behaviours were varied. CONCLUSIONS This study explores the narratives of medical students who struggled from an early stage and presents a data-driven typology of their issues. It advances existing qualitative understanding of this topic, which to date is predominantly derived from educator perceptions and not specific to early course issues. Although our results broadly cohere with existing knowledge, we also present novel findings which may reflect our focus on first year students. Issues around early professional identity formation may reflect the increasing emphasis on professionalism in medical school curricula. Listening to these narratives could help university staff to identify students at risk of struggling for targeted support.
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Affiliation(s)
- Aled Picton
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
| | - Sheila Greenfield
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
| | - Jayne Parry
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK.
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Vimal M, Dongre AR, Nishanthi A, Kagne RN. Student support system for medical undergraduates: A qualitative exploration of stakeholder perspectives. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:150. [PMID: 34222525 PMCID: PMC8224489 DOI: 10.4103/jehp.jehp_544_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 11/20/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND The demands and learning challenges in medical schools are not efficiently overcome by all learners. Despite the gravity of the problem, there is a dearth of studies to identify, define, and address the needs of learners. Thus, the present study was designed to do a situational analysis to identify and define the problems of learners and to develop a model for student support system in our institution. MATERIALS AND METHODS A phenomenological type of qualitative research was undertaken. One-to-one in-depth interviews (IDIs) were conducted, 10 each among undergraduate medical students, faculties and parents (n = 30) to understand the problems of students and their suggested solutions from each one's perspective. The interviews were audio-recorded, transcribed verbatim, and manual thematic analyses were performed. RESULTS Manual thematic analysis of the transcripts yielded 16 subcategories and 7 categories. The various categories that emerged are (1) curriculum related; (2) interpersonal adjustment problems; (3) personal issues and family problems; (4) cognitive learning disabilities; (5) poor organizational skills; (6) students' lack of motivation; and (7) miscellaneous. Based on the problems and their suggested solutions, a model for the essential components of a student support system for our college was developed. It outlines the principal roles of four key stakeholders, namely students, faculties, parents, and college administration. CONCLUSION It has been found that students face various academic problems, personal, interpersonal and family level issues. We developed the support system model suitable for our context. In future, it may be implemented and evaluated to check if it achieves the desired purpose.
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Affiliation(s)
- Mourouguessine Vimal
- Department of Pathology, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India
| | - Amol Rambhau Dongre
- Department of Community Medicine, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India
| | - Anandabaskar Nishanthi
- Department of Pharmacology, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India
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McCarthy CM, O'Sullivan S, Corcoran P, Eogan M, Bennett D, Horgan M, O'Donoghue K. Medicine, media and the law: The effect on training in obstetrics and gynaecology. Eur J Obstet Gynecol Reprod Biol 2020; 257:35-41. [PMID: 33359922 DOI: 10.1016/j.ejogrb.2020.12.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 11/12/2020] [Accepted: 12/06/2020] [Indexed: 10/22/2022]
Abstract
The inextricable link between medicine and the legal profession has flourished in the 21st century, with countless newspaper articles and social media content on medical cases visible at every juncture. This is particularly true in the speciality of obstetrics and gynaecology, with one of the highest rates of litigation of all medical specialities. We aimed to evaluate the influence of media and the legal environment on the career of trainees in obstetrics and gynaecology. Under the auspices of the Irish national training body, we distributed a 26-item questionnaire to doctors-in-training (DIT) working in obstetrics and gynaecology in the Republic of Ireland. Descriptive statistics and Chi-squared analyses were performed on the anonymised data. 151 DIT responded to the questionnaire, with a response rate of 86.2 % (sample size = 175). The majority were female (79.9 %, n = 121), Irish (85.5 %, n = 106) and had no children (67.0 %, n = 83). 86.7 % (n = 131) felt that the media did not have a positive impact on patients receiving care, and, further, unfairly represented the speciality (94.1 %; n = 142). Additionally, DIT felt that medico-legal issues had a negative impact on issues such as retention and recruitment. These two areas were implicated in over three quarters of DIT considering leaving the speciality. This study demonstrates that DIT perceive media scrutiny and litigation to have a negative effect on the speciality of obstetrics and gynaecology. Further support integrated into specialist training, is needed to ensure that trainees are adequately equipped to deal with both mainstream and social media as well as interactions they may have with the legal profession as they progress through their career.
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Affiliation(s)
- C M McCarthy
- Department of Obstetrics and Gynaecology, Cork University Maternity Hospital, Wilton, Cork, Ireland; Rotunda Hospital, Parnell Square, Dublin 1, Ireland.
| | - S O'Sullivan
- Department of Obstetrics and Gynaecology, Cork University Maternity Hospital, Wilton, Cork, Ireland
| | - P Corcoran
- National Perinatal Epidemiology Centre, University College Cork, Cork, Ireland
| | - M Eogan
- Rotunda Hospital, Parnell Square, Dublin 1, Ireland
| | - D Bennett
- Medical Education Unit, School of Medicine, University College Cork, Ireland
| | - M Horgan
- Royal College of Physicians of Ireland, Dublin, Ireland
| | - K O'Donoghue
- Department of Obstetrics and Gynaecology, Cork University Maternity Hospital, Wilton, Cork, Ireland; Irish Centre for Maternal and Child Health Research (INFANT), University College Cork, Cork, Ireland
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Tomdia-Lokes C, Vince J, Pulsan F, Ripa P, Tefuarani N, Guldan G, Mamba ML, Kenu W, Dion D. Medical Students at the School of Medicine and Health Sciences, University of Papua New Guinea: Predictors of Performance and Student Backgrounds. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:465-472. [PMID: 32669886 PMCID: PMC7337436 DOI: 10.2147/amep.s252120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Accepted: 06/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Papua New Guinea, a lower middle income country with a population of around 8.5 million, the majority of whom live in rural areas, produces far fewer than the number of medical graduates required to meet the WHO-recommended doctor/population ratio. The School of Medicine and Health Sciences is under pressure to increase its output and ensure the graduates are able to function in rural settings. Through two studies, we aimed to determine the predictors of student performance and their socioeconomic and educational background to assist in determining admission policies and improve completion rates. METHODS A retrospective study analysed data relating to student performance from six annual cohorts. A cross-sectional study among currently enrolled students sought information about their socioeconomic and educational background. RESULTS Of the 300 students enrolled in the six cohorts, 176 (59%) completed the programme in the scheduled 4 years. There were no differences in completion rates by gender or route of entry to the programme. Grade point average at medical school entry predicted academic performance. Sixty-four per cent of the students who failed to complete in four years attributed their poor academic performance to social issues. Overall attrition was only 8%. Seventy-six per cent (162/214) of the enrolled students completed the cross-sectional survey. Most (79%) of students' fathers and 58% of mothers had postsecondary education. Seventy-three per cent of respondents indicated that they had been to preschool or elementary school. Thirty-six per cent had attended primary school in a village or government/mission station. Just over half (53%) of the students indicated that English had been the language most used in primary school. Males were more likely to have made a specific career choice than females. The majority (141/162, 88%) of the students indicated that they had experienced some academic difficulty during the years. CONCLUSION Prior academic performance predicted timely completion of the MBBS programme. Just over a third of students had attended rural village primary schools. Social and domestic issues were common and adversely affected academic performance.
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Affiliation(s)
- Clare Tomdia-Lokes
- Medical Education Unit, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - John Vince
- Division of Clinical Sciences, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - Francis Pulsan
- Division of Clinical Sciences, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - Paulus Ripa
- Medical Education Unit, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - Nakapi Tefuarani
- Division of Clinical Sciences, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - Georgia Guldan
- Division of Public Health, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - Mary Louise Mamba
- Medical Education Unit, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - Wendy Kenu
- Medical Education Unit, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
| | - Dominic Dion
- Medical Education Unit, School of Medicine and Health Sciences, University of Papua New Guinea, Port Moresby, National Capital District, Papua New Guinea
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Smith KE, Norman GJ, Decety J. Increases in loneliness during medical school are associated with increases in individuals' likelihood of mislabeling emotions as negative. ACTA ACUST UNITED AC 2020; 22:740-750. [PMID: 32597671 DOI: 10.1037/emo0000773] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Expressions of emotion represent an important and unique source of information about the states of others. Being able to effectively understand expressions of emotions to make inferences about others' internal mental states and use these inferences to guide decision-making and behavior is critical to navigating social relationships. Loneliness, the perception that one lacks social connection, has important functional consequences for how individuals attend to signals of emotions in others. However, it is less clear whether loneliness changes how individuals recognize emotions in others. In medical practitioners, being able to accurately recognize emotional cues from patients is critical to effectively diagnosing and reacting with care to those patients. The current study examines the relationship between changes in loneliness during medical school and students' recognition of emotion in others. Measures of loneliness and emotion recognition were collected from 122 medical students during their first 3 years of medical school at the beginning and end of each academic year. Changes in loneliness were related to changes in emotion detection, with increases in loneliness being associated with decreases in the probability of accurately discriminating sad and angry faces from other expressions, decreases in the probability of mislabeling emotion expressions as happy, and increases in the probability of mislabeling other emotional expressions as pained and angry. This study suggests that changes in loneliness during medical school are associated with increases in students' labeling emotional expressions as negative, possibly by shifting attention to cues of negative emotion and away from cues of positive emotion. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Karen E Smith
- Department of Psychology, Integrative Neuroscience Area, University of Chicago
| | | | - Jean Decety
- Department of Psychology, University of Chicago
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Tewary S, Jordan JA, Rana AM, Mayi B. Academic Advising Using Theoretical Approaches for Medical Students Who Are Struggling in Preclinical Years. J Osteopath Med 2020; 120:228-235. [DOI: 10.7556/jaoa.2020.039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Abstract
Theoretical approaches provide a foundation for helping students in academic settings. The application of learning theories in medical education is also well documented. However, very few studies have applied a theoretical framework to academic advising for struggling students in the preclinical years of their medical education. This article summarizes key learning theories and their application to commonly found problems among first- and second-year medical students. The authors review current advising processes based on widely used theories in medical education and cite examples from their practices about how these theories can be used in effective academic advising. They also discuss the importance of using a holistic approach while helping students overcome academic barriers during their time in medical school.
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McAnulla SJ, Ball SE, Knapp KM. Understanding student radiographer attrition: Risk factors and strategies. Radiography (Lond) 2020; 26:198-204. [PMID: 32052762 DOI: 10.1016/j.radi.2019.12.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2019] [Revised: 11/29/2019] [Accepted: 12/01/2019] [Indexed: 10/25/2022]
Abstract
INTRODUCTION Diagnostic student radiographer attrition is reported at 14%, 6% higher than the average for higher education, however, little research has been undertaken on this subject. This study explored risk factors for attrition and strategies that enabled these to be overcome. METHODS A two-phase study was undertaken. Phase one: data for 579 former student diagnostic radiographers (468 completers and 111 non-completers) from 3 English universities were analysed. Logistic regression was used to estimate odds ratios and 95% confidence intervals for completion based on individual characteristics. Phase two: content analysis of data from an online survey of 186 current UK student diagnostic radiographers exploring their experiences was undertaken. RESULTS Phase one: Attrition was 19%. Increased age, non A-level entry qualifications and poor academic performance were predictors of attrition (p < 0.005). Phase two: Challenges reported by groups identified as 'at risk' showed that for mature students and those with non-traditional entry qualifications, external responsibilities/pressures and financial pressures were likely to be the greatest cause of attrition and for younger students with traditional qualifications, academic difficulty and excessive workload were most significant. Scientific learning and academic writing were identified as the most common academic difficulties by all groups. Poor mental health may also be a risk factor. CONCLUSION Although characteristics were identified that increased the chance of attrition, the study concluded that attrition is most likely to be multi-factorial. Academic and personal support were identified as key in students continuing their studies when they considered leaving. Clinical placement experience is likely to influence continuation decisions. IMPLICATIONS FOR PRACTICE Transparency around course expectations and academic requirements together with ensuring high quality clinical placements may assist in reducing attrition.
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Affiliation(s)
- S J McAnulla
- Medical Imaging, College of Medicine and Health, University of Exeter, Exeter, UK.
| | - S E Ball
- National Institute for Health Research (NIHR) Applied Research Collaboration (ARC), South West Peninsula, UK
| | - K M Knapp
- Medical Imaging, College of Medicine and Health, University of Exeter, Exeter, UK
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Gillet N, Morin AJ, Huyghebaert‐Zouagh T, Alibran E, Barrault S, Vanhove‐Meriaux C. Students’ Need Satisfaction Profiles: Similarity and Change over the Course of a University Semester. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2019. [DOI: 10.1111/apps.12227] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Sladek RM, Burdeniuk C, Jones A, Forsyth K, Bond MJ. Medical student selection criteria and junior doctor workplace performance. BMC MEDICAL EDUCATION 2019; 19:384. [PMID: 31638981 PMCID: PMC6805535 DOI: 10.1186/s12909-019-1829-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2019] [Accepted: 09/30/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Medical school selection decisions have consequences beyond graduation. With generally low attrition rates, most medical students become junior doctors. Universities are therefore not just selecting students into a medical course; they are choosing the future medical workforce. Understanding the relationship between selection criteria and outcomes beyond the successful completion of a medical degree may inform approaches to student selection. METHODS A retrospective data matching study was conducted involving 39 interns employed by a South Australian local health network in 2017 who had originally entered Flinders University's medical school through a graduate pathway. Student selection data were matched with internship workplace performance scores (measured by supervising consultants' reports across five clinical rotations using a standardised assessment). Correlational analyses then examined associations between these two sets of variables. RESULTS An overall selection rank (equal thirds of weighted Grade Point Average from a prior degree, a panel interview, and a national selection test) was moderately associated with all performance measures, accounting for up to 25% of variance. Both weighted Grade Point Average and the interview had multiple and mostly moderate correlations with performance. An increasing number of years taken to complete the course was associated with poorer workplace performance across multiple outcome measures (moderate to strong negative associations with 31 to 62% of shared variance), as was age to a lesser extent (7 to 14%). The national selection test contributed a single and small relationship accounting for 5% of variance with one outcome measure. CONCLUSIONS Selection into medicine is a critical assessment given that most students become doctors. This study found multiple associations between selection scores and junior doctor workplace performance measures in the internship year, with weighted Grade Point Average from a prior degree and an interview appearing more important than the national selection test. Future collaborative research should map desired workplace performance outcomes to initial student selection and explore the impact of changes to selection which focus on assessment of these domains. The association between slower course progression and poorer workplace performance should also be examined.
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Affiliation(s)
- Ruth M. Sladek
- Prideaux Centre for Research in Health Professions Education, College of Medicine and Public Health, Flinders University, GPO Box 2100, Adelaide, 5001 Australia
| | - Christine Burdeniuk
- Department of Cardiology, Southern Adelaide Local Health Network, Flinders Drive, Bedford Park, 5042 Australia
| | - Alison Jones
- College of Medicine and Public Health, Flinders University, GPO Box 2100, Adelaide, 5001 Australia
| | - Kevin Forsyth
- College of Medicine and Public Health, Flinders University, GPO Box 2100, Adelaide, 5001 Australia
| | - Malcolm J. Bond
- College of Medicine and Public Health, Flinders University, GPO Box 2100, Adelaide, 5001 Australia
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Akter N, Khalid A. Analysis of knowledge loss trend in basic clinical sciences throughout medical education [Letter]. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:403-404. [PMID: 31239803 PMCID: PMC6559760 DOI: 10.2147/amep.s212439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/16/2019] [Accepted: 05/22/2019] [Indexed: 06/09/2023]
Affiliation(s)
- Neelima Akter
- Faculty of Medicine, St George’s Hospital Medical School, London, UK
| | - Aysha Khalid
- Faculty of Medicine, St George’s Hospital Medical School, London, UK
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Araújo AM, Leite C, Costa P, Costa MJ. Early identification of first-year students at risk of dropping out of high-school entry medical school: the usefulness of teachers' ratings of class participation. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:251-268. [PMID: 30421251 DOI: 10.1007/s10459-018-9863-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2018] [Accepted: 11/03/2018] [Indexed: 05/12/2023]
Abstract
Dropping out from undergraduate medical education is costly for students, medical schools, and society in general. Therefore, the early identification of potential dropout students is important. The contribution of personal features to dropout rates has merited exploration. However, there is a paucity of research on aspects of student experience that may lead to dropping out. In this study, underpinned by theoretical models of student commitment, involvement, and engagement, we explored the hypothesis of using inferior participation as an indicator of a higher probability of dropping out in year 1. Class participation was calculated as an aggregate score based on teachers' daily observations in class. The study used a longitudinal dataset of six cohorts of high-school entry students (N = 709, 67% females) in one medical school with an annual intake of 120 students. The findings confirmed the initial hypothesis and showed that lower scores of class participation in year 1 added predictive ability to pre-entry characteristics (Pseudo-R2 raised from 0.22 to 0.28). Even though the inclusion of course failure in year 1 resulted in higher explanatory power than participation in class (Pseudo-R2 raised from 0.28 to 0.63), ratings of class participation may be advantageous to anticipate dropout identification, as those can be collected prior to course failure. The implications for practice are that teachers' ratings of class participation can play a role in indicating medical students who may eventually drop out. We conclude that the scores of class participation can contribute to flagging systems for the early detection of student dropouts.
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Affiliation(s)
- Alexandra M Araújo
- INPP, Portucalense Institute for Human Development, Department of Psychology and Education, Portucalense University, Rua Dr. António Bernardino de Almeida, 541, 4200-072, Porto, Portugal.
| | - Carlos Leite
- School of Economics and Management, University of Minho, Braga, Portugal
| | - Patrício Costa
- Life and Health Sciences Research Institute (ICVS), School of Medicine, University of Minho, Braga, Portugal
- ICVS/3B's - PT Government Associate Laboratory, Braga/Guimarães, Portugal
| | - Manuel João Costa
- Life and Health Sciences Research Institute (ICVS), School of Medicine, University of Minho, Braga, Portugal
- ICVS/3B's - PT Government Associate Laboratory, Braga/Guimarães, Portugal
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Shankar N, Ravindranath Y, Ravindranath R, Shah H. Effects of targeted remediation in anatomy for first year medical students. Anat Cell Biol 2019; 52:57-68. [PMID: 30984453 PMCID: PMC6449589 DOI: 10.5115/acb.2019.52.1.57] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 10/11/2018] [Accepted: 10/12/2018] [Indexed: 11/27/2022] Open
Abstract
The aim of this study was to assess the effectiveness of a questionnaire to guide targeted remediation among undergraduate medical students in anatomy. Seventy-five students from a medical college in South India who failed in the first internal theory examination were administered a validated 35-item questionnaire. The total and domain specific questionnaire scores were calculated. Specific weekly interventions for each student based on the questionnaire scores were conducted by appointed academic mentors for three months prior to the second internal examination. The dependent variable was performance in the second internal examination. The students were re-administered the questionnaire after the second internal examination. The independent variables were the marks obtained in the first internal examination, domain specific and total questionnaire scores, sex, and regularity of the student in attending the remedial sessions. Inferential statistical tests used were the chi-square test, independent sample t test, paired t test, multiple regression and binomial logistic regression. Of the 75 students who underwent remediation, 54 (72%) passed in the second internal examination. The scores in the second internal examination among these students was found to be significantly higher as compared to the first internal examination. The total, subject related and study skills questionnaire score were significantly lower after remediation. Students who were irregular had a significantly lower pass rate. The multivariate analysis showed that only the first internal marks added significantly to the prediction about second internal performance. This study provides evidence to show that struggling students perceive a benefit from targeted remediation.
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Affiliation(s)
- Nachiket Shankar
- Department of Anatomy, St. John's Medical College, Bangalore, India
| | | | | | - Henal Shah
- Department of Psychiatry, Topiwala National Medical College & BYL Nair Charitable Hospital, Mumbai, India
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Vergel J, Quintero GA, Isaza-Restrepo A, Ortiz-Fonseca M, Latorre-Santos C, Pardo-Oviedo JM. The influence of different curriculum designs on students' dropout rate: a case study. MEDICAL EDUCATION ONLINE 2018; 23:1432963. [PMID: 29392996 PMCID: PMC5804807 DOI: 10.1080/10872981.2018.1432963] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Accepted: 01/23/2018] [Indexed: 05/30/2023]
Abstract
The relationship between students' withdrawal and educational variables has generated a considerable number of publications. As the explosion of information in sciences and integration theories led to creating different curriculum designs, it has been assumed that differences among designs explain academic success and, therefore, students' retention. However, little attention has been given to examine explicitly how diverse designs influence dropout rates in practice, which questions if decisions to reform curricula are sufficiently informed. This article describes our curriculum reform, which exposes our former and current curriculum designs as having had dissimilar dropout percentages. Furthermore, we aimed to explore the influence of different curriculum designs on students' dropout rates. The conclusion is that dropout variations may be explained not only because of the curriculum design itself, but also because of the power relationship changes between teachers and students that brought out the design change. Consequently, more research is needed to fully understand the political implications of different curriculum designs and their influence on dropout rates.
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Affiliation(s)
- John Vergel
- School of Medicine and Health Sciences, Medical and Health Sciences Education Research Group, Universidad del Rosario, Bogotá, Colombia
| | - Gustavo A. Quintero
- School of Medicine and Health Sciences, Medical and Health Sciences Education Research Group, Universidad del Rosario, Bogotá, Colombia
| | - Andrés Isaza-Restrepo
- School of Medicine and Health Sciences, Medical and Health Sciences Education Research Group, Universidad del Rosario, Bogotá, Colombia
| | - Martha Ortiz-Fonseca
- School of Medicine and Health Sciences, Medical and Health Sciences Education Research Group, Universidad del Rosario, Bogotá, Colombia
| | - Catalina Latorre-Santos
- School of Medicine and Health Sciences, Universidad del Rosario, Hospital Universitario Mayor, Bogotá, Colombia
| | - Juan Mauricio Pardo-Oviedo
- School of Medicine and Health Sciences, Universidad del Rosario, Hospital Universitario Mayor, Bogotá, Colombia
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The Relationship between Personality Traits with Depressive Symptoms and Suicidal Ideation among Medical Students: A Cross-Sectional Study at One Medical School in Germany. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15071462. [PMID: 29997316 PMCID: PMC6069131 DOI: 10.3390/ijerph15071462] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 07/06/2018] [Accepted: 07/08/2018] [Indexed: 11/21/2022]
Abstract
Medical students are at increased risk of experiencing mental health problems. Certain personality traits may be associated with elevated vulnerability to study-related stress and poor mental health. This study aimed to investigate the relationship between such personality traits and mental health outcomes among medical students. We drew on cross-sectional data from 251 medical students who had been enrolled for one-year at a medical school in Germany. Depressive symptoms were measured using the Patient Health Questionnaire-8 (PHQ-8) and suicidal ideation was assessed by item 9 from the Patient Health Questionnaire-9 (PHQ-9). Personality traits were captured using the Business-Focused Inventory of Personality 6 Factors (BIP-6F). Multivariable logistic regression analyses were used to quantify the associations between work-related personality factors and mental health outcomes, controlling for demographic and social factors. Odds ratios (ORs) as outcome measures with 95% confidence intervals (CIs) were used. After controlling for important confounders, medical students who scored highly on Stability had lower odds of depressive symptoms (OR: 0.19, 95% CI: 0.09–0.42, p < 0.001) and suicidality (OR: 0.38, 95% CI: 0.16–0.87, p < 0.05) than those with high scores in other work-related personality factors. Findings also showed that those who scored highly on Dominance had greater odds of depressive symptoms (OR: 2.46, 95% CI: 1.22–4.97), p < 0.01). Work-related personality-informed interventions, which promote students’ mental well-being and reduce academic stress should be considered at various stages of their medical training.
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Cassidy E, Norris M, Williams A. What does it take to graduate? A qualitative exploration of the perceptions of successful physiotherapy graduates from one university in the UK. Physiother Theory Pract 2018; 36:316-332. [PMID: 29913096 DOI: 10.1080/09593985.2018.1485799] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Little is known about the complex factors that underpin persistence and success for preregistration physiotherapy students. This article presents findings from a qualitative study which explored the perceptions of eight recent graduates from one UK university about their experiences of their physiotherapy undergraduate degree program, and what they considered important in their success. Data were collected via one-to-one, semi-structured interviews. An in-depth thematic analysis was undertaken from which three overarching themes were inferred. First, successful learning was portrayed as a fundamentally social activity, embedded in tight learning communities of peers and tutors which conferred a firm sense of belonging. Second, participants recalled having a strong sense of commitment to their future identity as physiotherapists which may have helped them to resist some of the difficulties they encountered as students. Finally, a minority of these successful participants reported overcoming hardship on clinical placement by drawing on a range of personal and institutional resources. Crucially, these successful students' sense of belonging, and their alignment with the norms and values of the program, may have been critical to accessing and using these formal and informal resources.
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Affiliation(s)
- Elizabeth Cassidy
- Department of Clinical Sciences, College of Health and Life Sciences, Brunel University London, Uxbridge, UK
| | - Meriel Norris
- Department of Clinical Sciences, College of Health and Life Sciences, Brunel University London, Uxbridge, UK
| | - Annabel Williams
- Department of Clinical Sciences, College of Health and Life Sciences, Brunel University London, Uxbridge, UK
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Farquhar J, Lie D, Chan A, Ow M, Vidyarthi A. Understanding Medical Students' Experience with Stress and Its Related Constructs: A Focus Group Study from Singapore. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2018; 42:48-57. [PMID: 28421479 DOI: 10.1007/s40596-017-0703-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2016] [Accepted: 03/01/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE In order to protect medical students from burnout and its untoward psychiatric effects, it is imperative to understand their stress, burnout, coping, and resilience experiences. This study aimed to derive collective definitions from the medical student perspective, to identify common themes of students' experiences, and to distinguish pre-clinical and clinical year students' experiences relating to these four constructs. METHODS The authors conducted focus groups of medical students in Singapore across 4 years using a semi-structured question guide. Participants shared their understanding, experiences, and the relationships between stress, burnout, coping, and resilience. Coders independently evaluated construct definitions and derived common themes through an iterative process, and compared transcripts of pre-clinical and clinical year students to determine differences in experience over time. RESULTS Nine focus groups (54 students, 28 females, mean age 24.3) were conducted. Students identified common definitions for each construct. Nine themes emerged within three domains: (1) relating constructs to personal experience, (2) interrelating stress, burnout, coping, and resilience, and (3) understanding the necessity of stress. Compared to clinical students, pre-clinical students reported theory-based rather than reality-based experiences and exam-induced stress, defined constructs using present rather than future situations, and described constructs as independent rather than interrelated. CONCLUSIONS This sample of medical students in Singapore shares a common understanding of stress, burnout, coping, and resilience, but experiences these uniquely. They perceive a positive role for stress. These findings build upon prior literature, suggesting an interrelationship between stress and its related constructs and adding the novel perspective of students from an Asian country.
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Affiliation(s)
| | - Desiree Lie
- Duke-NUS Medical School, Singapore City, Singapore
| | | | - Mandy Ow
- Duke-NUS Medical School, Singapore City, Singapore
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Maher B, Faruqui A, Horgan M, Bergin C, Tuathaigh CO, Bennett D. Continuing professional development and Irish hospital doctors: a survey of current use and future needs. Clin Med (Lond) 2017; 17:307-315. [PMID: 28765405 PMCID: PMC6297636 DOI: 10.7861/clinmedicine.17-4-307] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Doctors rate clinical relevance and applicability as the most important determinants of continuing professional development (CPD) course selection. This study examined patterns of current CPD practice and perceived CPD needs among hospital doctors in Ireland across various clinical specialties. A cross-sectional survey was administered to doctors, focusing on the areas of training needs analysis, CPD course content and preferred course format. In total, 547 doctors identified doctor-patient communication as the skill ranked highest for importance and level of current performance. Workload/time organisation and stress management were areas where a skills deficiency was identified. Non-clinical CPD topics, including resilience training, management and communication skills, were preferred areas for future CPD offerings. All respondents favoured interactive, hands-on sessions. CPD course completion and preference patterns differed significantly across clinical specialties. These results highlight the importance of considering the individual needs and preferences of clinicians across clinical specialties to facilitate more effective CPD programmes.
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Affiliation(s)
| | | | - Mary Horgan
- Cork University Hospital, dean of the School of Medicine, University College Cork, Cork, Ireland and president, Royal College of Physicians in Ireland, Dublin, Ireland
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Ross M, Walker I, Cooke L, Raman M, Ravani P, Coderre S, McLaughlin K. Are Female Applicants Rated Higher Than Males on the Multiple Mini-Interview? Findings From the University of Calgary. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:841-846. [PMID: 28557950 DOI: 10.1097/acm.0000000000001466] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
PURPOSE The multiple mini-interview (MMI) improves reliability and validity of medical school interviews, and many schools have introduced this in an attempt to select individuals more skilled in communication, critical thinking, and ethical decision making. But every change in the admissions process may produce unintended consequences, such as changing intake demographics. In this article, two studies exploring gender differences in MMI ratings are reported. METHOD Cumulative meta-analysis was used to compare MMI ratings for female and male applicants to the University of Calgary Cumming School of Medicine between 2010 and 2014. Multiple linear regression was then performed to explore gender differences in MMI ratings after adjusting for other variables, followed by a sensitivity analysis of the impact of varying the weight given to MMI ratings on the odds of females being ranked in the top 150 applicants for 2014. RESULTS Females were rated higher than male applicants (standardized mean difference 0.21, 95% CI [0.11, 0.30], P < .001). After adjusting for other explanatory variables, there was a positive association between female applicant and MMI rating (regression coefficient 0.23 [0.14, 0.33], P < .001). Increasing weight assigned to MMI ratings was associated with increased odds of females being ranked in the top 150 applicants. CONCLUSIONS In this single-center study, females were rated higher than males on the MMI, and the odds of a female applicant being offered a position increased as more weight was given to MMI ratings. Further studies are needed to confirm and explain gender differences in MMI ratings.
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Affiliation(s)
- Marshall Ross
- M. Ross is a resident, Department of Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. I. Walker is clinical associate professor, Department of Emergency Medicine, and director of admissions, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. L. Cooke is associate professor, Department of Clinical Neurosciences, and associate dean of continuing medical education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. M. Raman is clinical associate professor, Department of Medicine, and associate director of admissions, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. P. Ravani is professor, Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. S. Coderre is professor, Department of Medicine, and associate dean of undergraduate medical education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. K. McLaughlin is professor, Department of Medicine, and assistant dean of undergraduate medical education, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
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Green EP, Gruppuso PA. Justice and care: decision making by medical school student promotions committees. MEDICAL EDUCATION 2017; 51:621-632. [PMID: 28488300 PMCID: PMC5431287 DOI: 10.1111/medu.13280] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2016] [Revised: 10/24/2016] [Accepted: 01/11/2017] [Indexed: 05/30/2023]
Abstract
CONTEXT The function of medical school entities that determine student advancement or dismissal has gone largely unexplored. The decision making of 'academic progress' or student promotions committees is examined using a theoretical framework contrasting ethics of justice and care, with roots in the moral development work of theorists Kohlberg and Gilligan. OBJECTIVES To ascertain promotions committee members' conceptualisation of the role of their committee, ethical orientations used in member decision making, and student characteristics most influential in that decision making. METHODS An electronic survey was distributed to voting members of promotions committees at 143 accredited allopathic medical schools in the USA. Descriptive statistics were calculated and data were analysed by gender, role, institution type and class size. RESULTS Respondents included 241 voting members of promotions committees at 55 medical schools. Respondents endorsed various promotions committee roles, including acting in the best interest of learners' future patients and graduating highly qualified learners. Implementing policy was assigned lower importance. The overall pattern of responses did not indicate a predominant orientation toward an ethic of justice or care. Respondents indicated that committees have discretion to take individual student characteristics into consideration during deliberations, and that they do so in practice. Among the student characteristics with the greatest influence on decision making, professionalism and academic performance were paramount. Eighty-five per cent of participants indicated that they received no training. CONCLUSIONS Promotions committee members do not regard orientations of justice and care as being mutually exclusive and endorse an array of statements regarding the committee's purpose that may conflict with one another. The considerable variance in the influence of student characteristics and the general absence of committee member training indicate a need for clear delineation of the medical profession's priorities in terms of justice and care, and of the specific student characteristics that should factor into deliberations.
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Affiliation(s)
- Emily P. Green
- Section of Medical Education, The Warren Alpert Medical School of Brown University, 222 Richmond Street, Providence, RI 02912
| | - Philip A. Gruppuso
- Section of Medical Education, The Warren Alpert Medical School of Brown University, 222 Richmond Street, Providence, RI 02912
- Department of Pediatrics, Rhode Island Hospital and The Warren Alpert Medical School of Brown University, 593 Eddy Street, Providence, RI 02903
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Ryan JM, Potier T, Sherwin A, Cassidy E. Identifying factors that predict attrition among first year physiotherapy students: a retrospective analysis. Physiotherapy 2017; 110:26-33. [PMID: 33563371 DOI: 10.1016/j.physio.2017.04.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2016] [Accepted: 04/12/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND A number of first year students leave physiotherapy programmes every year. A high attrition rate has implications for the student and the academic institution. OBJECTIVES To report the rate of attrition among first year physiotherapy students, and to identify contributing factor. DESIGN Retrospective analysis. SETTING University. PARTICIPANTS Electronic student records for enrolled students 2010 to 2013. MEASURES Independent variables; gender, age at entry, mode of admission, place of residence, ethnicity, fee status, level of education, disability, whether a student obtained a B in A level Biology, and whether a student repeated A level examinations. Logistic regression analysis was conducted to identify the relationship between independent variables and drop-out (failure to continue to the second year). RESULTS Data from 338 students were included in the analysis. The percentage drop-out was 17%; 38 students (11%) failed, and 20 students (6%) withdrew voluntarily. Black and Asian students had greater odds of drop-out for any reason (Odds Ratio (OR): 6.23; 95% Confidence Interval (CI) 1.79 to 21.63, and OR: 6.43; 95% CI: 3.03 to 13.68 respectively), and due to failure (OR: 5.50, 95% CI: 1.27 to 23.70, and OR: 7.19; 95% CI: 3.02 to 17.08, respectively) compared to white British students. Students who lived off-campus were more likely to withdraw from the programme irrespective of ethnicity (OR: 4.65; 95% CI: 1.41 to 15.34). CONCLUSION A significant number of students from ethnic minority backgrounds failed to progress. Specific strategies to retain students from ethnic minority backgrounds should be implemented. Students who live off-campus may be at high risk of drop-out; reasons for this should be investigated.
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Affiliation(s)
- Jennifer M Ryan
- Department of Clinical Sciences, Brunel University London, Kingston Lane, Uxbridge UB8 3PH, UK.
| | - Tara Potier
- Department of Clinical Sciences, Brunel University London, Kingston Lane, Uxbridge UB8 3PH, UK.
| | - Alison Sherwin
- Department of Clinical Sciences, Brunel University London, Kingston Lane, Uxbridge UB8 3PH, UK.
| | - Elizabeth Cassidy
- Department of Clinical Sciences, Brunel University London, Kingston Lane, Uxbridge UB8 3PH, UK.
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O'Neill LD, Morcke AM, Eika B. The validity of student tutors' judgments in early detection of struggling in medical school. A prospective cohort study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:1061-1079. [PMID: 27022752 DOI: 10.1007/s10459-016-9677-6] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2015] [Accepted: 03/16/2016] [Indexed: 06/05/2023]
Abstract
Early identification and support of strugglers in medical education is generally recommended in the research literature, though very little evidence of the diagnostic qualities of early teacher judgments in medical education currently exists. The aim of this study was to examine the validity of early diagnosis of struggling in medical school based on informal teacher judgements of in-class behavior. The study design was a prospective cohort study and the outcomes/truth criteria were anatomy failure and medical school drop out. Six weeks into an anatomy course, student tutors attempted to identify medical students, who they reckoned would fail the anatomy course or drop out, based on their everyday experiences with students in a large group educational setting. In addition, they were asked to describe the indicators of struggling they observed. Sixteen student tutors evaluated 429 medical students for signs of struggling. By week six, the student tutors were able to detect approximately 1/4-1/3 of the students who eventually failed or dropped out, and for ¾ of the strugglers they identified, they were correct in their judgments. Informal student tutor's judgements showed incremental validity for both outcomes when controlling for grades obtained in preceeding exams. Lack of participation, lack of commitment, poor academic performance, poor social interactions and general signs of distress were the main indicators of struggling identified. Teachers' informal judgements of in-class behavior may be an untapped source of information in the early identification of struggling medical students with added value above and beyond formal testing.
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Affiliation(s)
- Lotte Dyhrberg O'Neill
- Centre for Health Sciences Education, INCUBA Science Park Skejby, Aarhus University, Palle Juul-Jensens Boulevard 82, building B, 8200, Århus N, Denmark.
| | - Anne Mette Morcke
- Centre for Health Sciences Education, INCUBA Science Park Skejby, Aarhus University, Palle Juul-Jensens Boulevard 82, building B, 8200, Århus N, Denmark
| | - Berit Eika
- Rector's Office, Aarhus University, Aarhus, Denmark
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Juma FZ, Abas T, Banu S. The transition from high school to university: a medical student's perspective. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2016; 7:517-518. [PMID: 27672347 PMCID: PMC5025003 DOI: 10.2147/amep.s114753] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Affiliation(s)
- Fatema Zehra Juma
- Manchester Medical School, The University of Manchester, Manchester, UK
| | - Tamkin Abas
- Manchester Medical School, The University of Manchester, Manchester, UK
| | - Shiria Banu
- Manchester Medical School, The University of Manchester, Manchester, UK
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Bickerdike A, O'Deasmhunaigh C, O'Flynn S, O'Tuathaigh C. Learning strategies, study habits and social networking activity of undergraduate medical students. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2016; 7:230-6. [PMID: 27424041 PMCID: PMC4958349 DOI: 10.5116/ijme.576f.d074] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2016] [Accepted: 06/26/2016] [Indexed: 05/17/2023]
Abstract
OBJECTIVES To determine learning strategies, study habits, and online social networking use of undergraduates at an Irish medical school, and their relationship with academic performance. METHODS A cross-sectional study was conducted in Year 2 and final year undergraduate-entry and graduate-entry students at an Irish medical school. Data about participants' demographics and educational background, study habits (including time management), and use of online media was collected using a self-report questionnaire. Participants' learning strategies were measured using the 18-item Approaches to Learning and Studying Inventory (ALSI). Year score percentage was the measure of academic achievement. The association between demographic/educational factors, learning strategies, study habits, and academic achievement was statistically analysed using regression analysis. RESULTS Forty-two percent of students were included in this analysis (n=376). A last-minute "cramming" time management study strategy was associated with increased use of online social networks. Learning strategies differed between undergraduate- and graduate-entrants, with the latter less likely to adopt a 'surface approach' and more likely adopt a 'study monitoring' approach. Year score percentage was positively correlated with the 'effort management/organised studying' learning style. Poorer academic performance was associated with a poor time management approach to studying ("cramming") and increased use of the 'surface learning' strategy. CONCLUSIONS Our study demonstrates that effort management and organised studying should be promoted, and surface learning discouraged, as part of any effort to optimise academic performance in medical school. Excessive use of social networking contributes to poor study habits, which are associated with reduced academic achievement.
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Affiliation(s)
- Andrea Bickerdike
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, College Road, Cork, Ireland
| | - Conall O'Deasmhunaigh
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, College Road, Cork, Ireland
| | - Siun O'Flynn
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, College Road, Cork, Ireland
| | - Colm O'Tuathaigh
- School of Medicine, University College Cork, Brookfield Health Sciences Complex, College Road, Cork, Ireland
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Barker R, Cornwell J, Gishen F. Introducing compassion into the education of health care professionals; can Schwartz Rounds help? ACTA ACUST UNITED AC 2016. [DOI: 10.1186/s40639-016-0020-0] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Weissman J, Preston S, Sebekos E, Latorre W, Alsaif B, Krupp K, Darrow W. Associations between Health and Academic Success at a Florida University: An Exploratory Cross-sectional Study. FLORIDA PUBLIC HEALTH REVIEW 2016; 13:91-98. [PMID: 31903454 PMCID: PMC6941794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The aims of the study were to explore the associations between college students' perception of their overall physical and psychological health and four measures of academic performance. College students (N = 265) completed a 65-item Web-based survey in a university's student health services building during the spring 2015 semester. Poorer psychological health was associated with seriously considering dropping out of college and missing more classes during the current school year "due to physical or psychological health reasons." Poorer physical health was associated with enrollment in more credit hours. Students who reported a grade point average (GPA) below 2.0 missed more classes "because of physical or psychological reasons" during the current school year than those with a 2.0 or higher GPA. A longitudinal study is needed to clarify whether better health leads to more successful academic performance or vice versa and which specific health indicators play the largest role.
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Affiliation(s)
- Jessica Weissman
- Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, Florida International University, Miami, FL
| | - Sharice Preston
- Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, Florida International University, Miami, FL
| | - Elena Sebekos
- Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, Florida International University, Miami, FL
| | - Willmarie Latorre
- Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, Florida International University, Miami, FL
| | - Bandar Alsaif
- Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, Florida International University, Miami, FL
| | - Karl Krupp
- Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, Florida International University, Miami, FL
| | - William Darrow
- Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, Florida International University, Miami, FL
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Jayakumar N, Albasha D, Annan D. One-to-one peer tutoring for failing medical students: A novel intervention. MEDICAL TEACHER 2015; 37:498. [PMID: 25181941 DOI: 10.3109/0142159x.2014.956071] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Affiliation(s)
- Nithish Jayakumar
- Barts and The London School of Medicine and Dentistry , Turner Street, London E1 2AD , UK
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Nasioudis D, Palaiodimos L, Dagiasis M, Katsarou A, Ntouros E. Depression in military medicine cadets: a cross-sectional study. Mil Med Res 2015; 2:28. [PMID: 26557991 PMCID: PMC4640107 DOI: 10.1186/s40779-015-0058-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/23/2015] [Accepted: 10/20/2015] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND Military medicine cadets undergo strenuous military training alongside demanding medical studies. This stressful and complex educational environment can lead to the emergence of depressive symptoms. We investigated the prevalence of depressive symptoms in a cohort of military medicine cadets. METHODS We conducted a descriptive questionnaire-based cross-sectional study among Greek military medicine cadets in the undergraduate program of the Hellenic Military School of Combat Support Officers. The Greek translation of the Zung self-rating depression scale questionnaire was used to screen for the presence of depressive symptoms. In addition, demographic, academic and dietary information was collected. The Shapiro-Wilk test of normality, Pearson correlation test, Chi-square test, t-test and Mann Whitney U test were employed for statistical analysis. RESULTS We enrolled 55 female and 91 male military medicine cadets with a mean age of 19.84 years (SD = 0.99). The mean Zung crude score was 43.32 (SD = 4.55): 42.8 (SD = 4.43) for female cadets and 43.64 (SD = 4.6) for male cadets. Cadets were further subdivided into low and high risk groups for the presence of depressive symptoms. We identified 57 (39 %) cadets with a total Zung crude score of 45 or above: 21 females and 36 males. Statistical analysis did not reveal any significant differences between the two groups based on gender, year of training, academic performance, alcohol consumption, smoking status, vitamin supplementation, dietary habits or BMI. CONCLUSIONS We report a high prevalence of depressive symptoms in a cohort of military medicine cadets that underscores the need for effective screening and appropriate and timely interventions. We did not identify any related risk factors. Military medicine cadets are exposed to a challenging military and medical training environment, and thus represent a group at risk for development of depression.
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Affiliation(s)
| | - Leonidas Palaiodimos
- Department of Medicine, Jacobi Medical Center/Albert Einstein College of Medicine, New York, USA
| | | | | | - Evangelos Ntouros
- Hellenic Military School of Combat Support Officers (SSAS), Thessaloniki, Greece
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