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Shakir M, Irshad HA, Ali EA, Adil A, Altaf A, Enam SA. Impact of medical school experiences on the career choice of neurosurgery: a cross- sectional study from Pakistan. BMC MEDICAL EDUCATION 2024; 24:465. [PMID: 38671453 PMCID: PMC11055371 DOI: 10.1186/s12909-024-05452-9] [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: 11/04/2023] [Accepted: 04/22/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND Pakistan grapples with the issue of an inadequate neurosurgery workforce but the reasons for such a disparity remain uncertain. Previous studies have highlighted how various factors including medical school experiences have an impact on career choice, but no study has delved into the impact of medical school exposure among Pakistani medical students, especially for the field of neurosurgery. This study aims to evaluate the impact of neurosurgery exposure, mentorship, and interest groups on medical students' decision to pursue neurosurgery. METHODS A national cross-sectional survey was conducted in Pakistan, collecting data from medical students, interns, and medical officers over a one-month period. Ethical approval was obtained from the Ethical Review Committee at Aga Khan University, Pakistan. The data was analyzed using SPSS version 26. RESULTS Out of 2618 participants, 38.0% were male and 62.0% were female, with an average age of 21.82 years (± 2.65). Among them, only 358 (13.6%) were interested in pursuing neurosurgery as a career, while the remaining 2,260 (86.3%) were not. More females (58.9%) than males (41.1%) expressed interest in pursuing neurosurgery as their intended career. Most medical students interested in pursuing neurosurgery were in the early years of their medical school (1st Year: 19.6%, 2nd Year: 26.0%, 3rd Year: 20.9%). In our study, students from public sector institutions (52.2%) showed more interest in neurosurgery as a career choice compared to those from private sector institutions (44.1%). The main deterrents for choosing neurosurgery were intense training (42.2%), work-life balance (39.9%), limited residency slots (56.7%), medical knowledge (34.1%), and surgical skills (36.6%). CONCLUSION This study highlights the need for increased student engagement to inculcate the decision to pursue neurosurgery among medical students in Pakistan. A significant gap is highlighted, with the majority of interested students in early years. Public sector students show higher interest than their private sector counterparts. However, barriers like intense training, limited residency slots, and work-life balance concerns influence career choice. Targeted interventions like mentorship programs are crucial for fostering future neurosurgeons and advancing patient care and research. By addressing the identified disparities in experiences and promoting a supportive educational environment, it is possible to cultivate a future generation of skilled and dedicated neurosurgeons who can contribute to advancements in patient care and research in the field.
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Affiliation(s)
- Muhammad Shakir
- Department of Neurosurgery, Aga Khan University Hospital, Karachi, 74800, Pakistan.
| | | | - Eisha Abid Ali
- University College of Medicine and Dentistry, Lahore, Pakistan
| | - Amna Adil
- Rawalpindi Medical University, Rawalpindi, Pakistan
| | - Ahmed Altaf
- Department of Neurosurgery, Aga Khan University Hospital, Karachi, 74800, Pakistan
| | - Syed Ather Enam
- Section of Neurosurgery, Department of Surgery, Aga Khan University, Stadium Road, Karachi, 74800, Pakistan
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Arja SB, Arja SB, Ponnusamy K, Kottath Veetil P, Paramban S, Laungani YC. Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:173-180. [PMID: 38469135 PMCID: PMC10926923 DOI: 10.2147/amep.s453964] [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: 12/08/2023] [Accepted: 03/01/2024] [Indexed: 03/13/2024]
Abstract
Introduction Although all residents routinely teach medical students, not all residents are involved in teaching or trained in teaching during undergraduate medical school, as accreditation bodies do not mandate the promotion of teaching skills to undergraduate medical students. With relatively inadequate formal training and residents' intrinsic time constraints, tactically incorporating formal medical education elective experiences in medical school curricula is understandable. This study explores if medical education electives at Avalon University School of Medicine (AUSOM) can enhance medical students' interest in teaching and research. Methods The medical education elective at AUSOM was developed to give interested medical students an elective experience. The course modules include accreditation/regulation, curriculum development, learning theories, assessments, and research methodology. Students can choose any one of the modules. We offered the medical education elective to twenty-five students in the year 2021. All of them gave feedback at the end of the elective. The data was analyzed qualitatively through framework analysis, which includes familiarization, generating initial codes, searching for themes, reviewing, and defining and naming themes. Results Different themes emerged, enhancing the interest in academic medicine, understanding research methodologies, supporting learners, and awareness of learning theories. Conclusion Doing medical education electives at AUSOM enhanced students' interest in teaching, and students reported that they could understand research methodologies, especially those related to medical education. Medical students should have opportunities for electives in medical education, and more research is required to evaluate the effectiveness of medical education electives across medical schools.
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Affiliation(s)
- Sateesh B Arja
- Medical Education Unit Avalon University School of Medicine, Willemstad, Curacao, Netherlands Antilles
| | - Sireesha Bala Arja
- Medical Education Unit Avalon University School of Medicine, Willemstad, Curacao, Netherlands Antilles
| | - Kumar Ponnusamy
- Medical Education Unit Avalon University School of Medicine, Willemstad, Curacao, Netherlands Antilles
| | - Praveen Kottath Veetil
- Medical Education Unit Avalon University School of Medicine, Willemstad, Curacao, Netherlands Antilles
| | - Simi Paramban
- Medical Education Unit Avalon University School of Medicine, Willemstad, Curacao, Netherlands Antilles
| | - Yoshita Chandru Laungani
- Medical Education Unit Avalon University School of Medicine, Willemstad, Curacao, Netherlands Antilles
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Abid A, Murugan A, Banerjee I, Purkayastha S, Trivedi H, Gichoya J. AI Education for Fourth-Year Medical Students: Two-Year Experience of a Web-Based, Self-Guided Curriculum and Mixed Methods Study. JMIR MEDICAL EDUCATION 2024; 10:e46500. [PMID: 38376896 PMCID: PMC10915728 DOI: 10.2196/46500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 11/07/2023] [Accepted: 12/21/2023] [Indexed: 02/21/2024]
Abstract
BACKGROUND Artificial intelligence (AI) and machine learning (ML) are poised to have a substantial impact in the health care space. While a plethora of web-based resources exist to teach programming skills and ML model development, there are few introductory curricula specifically tailored to medical students without a background in data science or programming. Programs that do exist are often restricted to a specific specialty. OBJECTIVE We hypothesized that a 1-month elective for fourth-year medical students, composed of high-quality existing web-based resources and a project-based structure, would empower students to learn about the impact of AI and ML in their chosen specialty and begin contributing to innovation in their field of interest. This study aims to evaluate the success of this elective in improving self-reported confidence scores in AI and ML. The authors also share our curriculum with other educators who may be interested in its adoption. METHODS This elective was offered in 2 tracks: technical (for students who were already competent programmers) and nontechnical (with no technical prerequisites, focusing on building a conceptual understanding of AI and ML). Students established a conceptual foundation of knowledge using curated web-based resources and relevant research papers, and were then tasked with completing 3 projects in their chosen specialty: a data set analysis, a literature review, and an AI project proposal. The project-based nature of the elective was designed to be self-guided and flexible to each student's interest area and career goals. Students' success was measured by self-reported confidence in AI and ML skills in pre and postsurveys. Qualitative feedback on students' experiences was also collected. RESULTS This web-based, self-directed elective was offered on a pass-or-fail basis each month to fourth-year students at Emory University School of Medicine beginning in May 2021. As of June 2022, a total of 19 students had successfully completed the elective, representing a wide range of chosen specialties: diagnostic radiology (n=3), general surgery (n=1), internal medicine (n=5), neurology (n=2), obstetrics and gynecology (n=1), ophthalmology (n=1), orthopedic surgery (n=1), otolaryngology (n=2), pathology (n=2), and pediatrics (n=1). Students' self-reported confidence scores for AI and ML rose by 66% after this 1-month elective. In qualitative surveys, students overwhelmingly reported enthusiasm and satisfaction with the course and commented that the self-direction and flexibility and the project-based design of the course were essential. CONCLUSIONS Course participants were successful in diving deep into applications of AI in their widely-ranging specialties, produced substantial project deliverables, and generally reported satisfaction with their elective experience. The authors are hopeful that a brief, 1-month investment in AI and ML education during medical school will empower this next generation of physicians to pave the way for AI and ML innovation in health care.
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Affiliation(s)
- Areeba Abid
- Emory University School of Medicine, Atlanta, GA, United States
| | | | | | | | - Hari Trivedi
- Department of Radiology, Emory University, Atlanta, GA, United States
| | - Judy Gichoya
- Department of Radiology, Emory University, Atlanta, GA, United States
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Beckschulte K, Lederer AK, Storz MA. Long-term trends in international medical electives fees: a database mining study. BMC MEDICAL EDUCATION 2024; 24:152. [PMID: 38374078 PMCID: PMC10875856 DOI: 10.1186/s12909-024-05123-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 02/01/2024] [Indexed: 02/21/2024]
Abstract
BACKGROUND Abroad medical electives are recognized as high-impact practice and considered a necessity to provide global health training. As of recently, the COVID-19 pandemic and its related travel restrictions prohibited most international elective activities. Another important barrier to abroad electives that received comparably little attention is elective and application fees, which - combined - may be as high as $5000 per month, and may prevent students with limited financial resources from applying for an international elective. Elective fees have never been systematically analyzed and trends in teaching and application fees have rarely been subject to dedicated scientific investigations. METHODS Using data from two large elective reports databases, the authors addressed this gap in the literature. The authors analyzed trends in abroad elective fees within the last 15 years in some of the most popular Anglo-American elective destinations among students from Germany, including the United States of America, Australia, New Zealand, the Republic of South Africa, Ireland and the United Kingdom. RESULTS The authors identified n = 726 overseas elective reports that were uploaded between 2006 and 2020, of which n = 438 testimonies met the inclusion criteria. The United Kingdom and Australia were the most popular elective destinations (n = 123 and n = 113, respectively), followed by the Republic of South Africa (n = 104) and the United States of America (n = 44). Elective fees differed substantially-depending on the elective destinations and time point. Median elective fees were highest in the United States of America (€ 1875 for a 4-week elective between 2018-2020), followed by the Republic of South Africa (€ 400) and Australia (€ 378). The data also suggests an increasing trend for elective fees, particularly in the United States. CONCLUSIONS Rising fees warrant consideration and a discussion about the feasibility of reciprocity and the bidirectional flow of students in bidirectional exchange programs.
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Affiliation(s)
- Kai Beckschulte
- Department of Internal Medicine II, Centre for Complementary Medicine, Medical Center - University of Freiburg, Faculty of Medicine, University of Freiburg, Freiburg im Breisgau, Germany
| | - Ann-Kathrin Lederer
- Department of Internal Medicine II, Centre for Complementary Medicine, Medical Center - University of Freiburg, Faculty of Medicine, University of Freiburg, Freiburg im Breisgau, Germany
- Department of General, Visceral and Transplant Surgery, University Medical Centre of the Johannes Gutenberg University, Mainz, Germany
| | - Maximilian Andreas Storz
- Department of Internal Medicine II, Centre for Complementary Medicine, Medical Center - University of Freiburg, Faculty of Medicine, University of Freiburg, Freiburg im Breisgau, Germany.
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Dalavaye N. Rethinking Basic Science Integration in Clinical Electives. MEDICAL SCIENCE EDUCATOR 2023; 33:1433-1434. [PMID: 38188379 PMCID: PMC10767148 DOI: 10.1007/s40670-023-01906-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/21/2023] [Indexed: 01/09/2024]
Affiliation(s)
- Nishaanth Dalavaye
- Faculty of Medicine, Imperial College London, London, UK
- School of Medicine, Cardiff University, Cardiff, UK
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Carneiro BD, Pozza DH, Tavares I. Perceptions of medical students towards the role of histology and embryology during curricular review. BMC MEDICAL EDUCATION 2023; 23:74. [PMID: 36717846 PMCID: PMC9885397 DOI: 10.1186/s12909-023-04019-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The continuous changes in the medical education to prepare medical doctors for the future requires updates in medical curriculum. However, the perspectives of the medical students are not frequently considered during the revision of the medical curriculum. In parallel with the process of defining and adjusting the medical curriculum, a large survey was performed to inquire the perspectives of the medical students at the Faculty of Medicine of the University of Porto (FMUP), Portugal, about the role of Histology and of Embryology. METHODS Medical students at FMUP (Portugal) completed a structured and anonymous online questionnaire about the subjects Histology and Embryology. The questionnaire was prepared using questions of previous surveys performed in Europe, including another Portuguese medical school, and additional questions that were specifically prepared to this study. The questions referred to teaching methods, clinical relevance, use of virtual (digital) microscopes and association of Histology and Embryology with other subjects of the medical curriculum. RESULTS Four hundred and sixty-two students participated in the study. The students in clinical years were more likely to recognise the clinical relevance of Histology (p = 0.016) and Embryology (p < 0.001). Students agree that teaching of these subjects would benefit from a clinical orientation (89% for Histology; 90% for Embryology). Students highlighted that Histology is crucial to understand Biopathology and agree (75%) that an integration of Histology with Biopathology could be considered in the medical curriculum. Most students (55%) agree that slide microscopes are more useful than virtual microscopes. CONCLUSIONS Our study contributes to the debate about the evolution of medical curriculum. Gathering the medical students' perceptions using large surveys such as that performed in the present study may be useful to adapt the methods of teaching which may increase the motivation of the students. In the case of Histology and Embryology at the FMUP (Portugal) providing more clinically oriented teaching may be useful to motivate the students. Students of clinical years have strong clinical perspectives of Histology and Embryology and their enrolment in teaching of Histology and Embryology can also contribute to increase motivation of younger students. Consulting and involving medical students in the development of the medical curriculum can be positive and students should be more responsible and engaged in building their own education.
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Affiliation(s)
- Bruno Daniel Carneiro
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Daniel Humberto Pozza
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Isaura Tavares
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal.
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El-Sokkary RH, Badran SG, El Seifi OS, El-Fakharany YM, Tash RME. "Antibiotic prescribing etiquette" an elective course for medical students: could we recruit potential physicians to fight resistance? BMC MEDICAL EDUCATION 2023; 23:8. [PMID: 36604698 PMCID: PMC9815679 DOI: 10.1186/s12909-022-03949-9] [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: 05/19/2022] [Accepted: 12/07/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND A better understanding of medical students' competencies about antimicrobial resistance and their use could facilitate a more effective education for them as future prescribers. The aim is to explore the educational impact of an elective course on medical students' knowledge, perception, and attitude toward antibiotic resistance and use. METHODS Between December 2021 and January 2022, when a 2-credit hours elective course was designed and implemented, this interventional study was conducted. The primary outcome measure was the change in medical students' knowledge, perception, and attitude about antibiotic resistance and use. Using a pre-post course questionnaire, this outcome was assessed. The secondary measure included students' perception of the course; assessed by a post-course online survey. RESULTS Among the 50 enrolled students, the total knowledge score had significantly increased after the course with 95% CI After the course, with medium effect size ( Cohen's d= -0.7 ) the participants' mean ± SD total perception and attitude scores had significantly increased (52.38 ± 5.53 vs. 56.84 ± 5.86) respectively, (p = 0.000) with large effect size (( Cohen's d= -0.8) There was a significant positive correlation between the total knowledge, attitude, and perception after the course (r = 0.542, p < 0.01). The mean ± SD of the overall course satisfaction was 4.20 ± 0.94. out of 5. CONCLUSION Medical students' knowledge, perceptions, and attitudes towards antimicrobial prescription have been improved after the elective antibiotic prescribing etiquette course. Elective courses could offer a great opportunity to enable the students to understand the extent of the problem, stand on the facts, and take responsibility for the antibiotic resistance crisis. TRIAL REGISTRATION NA.
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Affiliation(s)
- Rehab H El-Sokkary
- Medical Microbiology and Immunology Department, Faculty of Medicine, Zagazig University, Zagazig , Egypt.
| | - Shahenda G Badran
- Medical Microbiology and Immunology Department, Faculty of Medicine, Zagazig University, Zagazig , Egypt
| | - Omnia S El Seifi
- Department of Family and Community Medicine, faculty of medicine, University of Tabuk, Tabuk, Kingdom of Saudi Arabia
- Community, Occupational and Environmental Medicine Department, Faculty of Medicine, Zagazig University, Zagazig, Egypt
| | - Yara M El-Fakharany
- Forensic Medicine and Clinical Toxicology Department, faculty of medicine, Zagazig University, Zagazig , Egypt
| | - Rehab M Elsaid Tash
- Medical Microbiology and Immunology Department, Faculty of Medicine, Zagazig University, Zagazig , Egypt
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Baessler F, Zafar A, Mengler K, Natus RN, Dutt AJ, Kuhlmann M, Çinkaya E, Hennes S. A Needs-Based Analysis of Teaching on Vaccinations and COVID-19 in German Medical Schools. Vaccines (Basel) 2022; 10:vaccines10060975. [PMID: 35746584 PMCID: PMC9228741 DOI: 10.3390/vaccines10060975] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 06/14/2022] [Accepted: 06/15/2022] [Indexed: 11/16/2022] Open
Abstract
The COVID-19 pandemic highlights the need for improving public confidence in vaccines. Academic gaps and redundancies on vaccinations must be identified to revise the medical curriculum for up-to-date training of medical students. This cross-sectional survey assessed the status of vaccine-related teaching in general and specific to COVID-19 in medical schools across Germany. A total of 4313 medical students completed a questionnaire comprising items on national learning goals and perceived needs for teaching on vaccinations. Mixed methods were used to analyse data quantitatively for relative frequencies (%) and correlations between teaching items and semesters (Spearman’s rho), and qualitatively (content analysis). Our findings showed that 38.92% of the students were dissatisfied with teaching on vaccine-preventable diseases, but the perceived satisfaction increased in later semesters (r = 0.46, p < 0.001). Moreover, 75.84% and 68.15% of the students were dissatisfied with teaching related to vaccine scepticism and vaccine-related communication strategies, respectively. Furthermore, 63.79% reported dissatisfaction with teaching on COVID-19 disease and 72.93% with teaching on COVID-19 vaccines. A total of 79.12% stated they educated others on COVID-19 and its vaccines and 75.14% felt responsible to do so. A majority of the medical students were dissatisfied with teaching on dealing with vaccine scepticism, communication strategies and COVID-19 vaccines. We recommend practice-oriented vaccine education, especially for teaching communication skills to medical students.
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Affiliation(s)
- Franziska Baessler
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
- Heidelberg Academy of Sciences and Humanities, Karlstraße 4, 69117 Heidelberg, Germany
- Correspondence: ; Tel.: +49-62215634688; Fax: +49-6221565330
| | - Ali Zafar
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
- Heidelberg Academy of Sciences and Humanities, Karlstraße 4, 69117 Heidelberg, Germany
| | - Katharina Mengler
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
| | - Ricarda Nadine Natus
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
| | - Anne Josephine Dutt
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
| | - Manuel Kuhlmann
- Impfaufklärung in Deutschland e.V., Simrockstraße 16, 53619 Rheinbreitbach, Germany; (M.K.); (E.Ç.)
| | - Emre Çinkaya
- Impfaufklärung in Deutschland e.V., Simrockstraße 16, 53619 Rheinbreitbach, Germany; (M.K.); (E.Ç.)
| | - Simon Hennes
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
- Impfaufklärung in Deutschland e.V., Simrockstraße 16, 53619 Rheinbreitbach, Germany; (M.K.); (E.Ç.)
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International medical electives during and after the COVID-19 pandemic - current state and future scenarios: a narrative review. Global Health 2022; 18:44. [PMID: 35459191 PMCID: PMC9026059 DOI: 10.1186/s12992-022-00838-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Accepted: 04/10/2022] [Indexed: 12/02/2022] Open
Abstract
Background International medical electives are an important and popular component of the academic curriculum in many medical schools and universities worldwide. The purpose of abroad electives is to provide medical students with an opportunity to gain a better understanding of education and healthcare in an international context. The COVID-19 pandemic, however, has substantially changed the international elective landscape. Travel restrictions, closures of international elective programs and the expansion of virtual methods for education caused a widespread disruption to abroad electives. A comprehensive analysis with regard to other consequences for abroad electives, however, has not been done before. Thus, we sought to a) summarize the current transformation of the international medical elective and b) to address potential challenges for post-pandemic international medical electives. Methods The methodology employed is a multidisciplinary narrative review of the published and grey literature on international electives during the last two years of the COVID-19 pandemic. Results Students worldwide had electives postponed or canceled. Apart from evident immediate pandemic-related consequences (such as the substantial decline in global electives and impaired elective research opportunities for educators), there are other several problems that have received little attention during the last two years. These include challenges in the elective application process, poorly-understood consequences for host institutions, and growing global (ethical) disparities that are likely to increase once elective programs will gradually re-open. There is ample evidence that the post-pandemic elective landscape will be characterized by increasing elective fees, and a more competitive seat-to-applicant ratio. Ethical problems for international electives arising from an unequal global vaccine distribution will pose an additional challenge to students and elective coordinators alike. Conclusion The COVID-19 pandemic transformed the international medical elective landscape in an unprecedented way, and future generations of medical students will face a series of additional challenges when applying for global medical electives.
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Storz MA, Lederer AK, Heymann EP. Medical students from German-speaking countries on abroad electives in Africa: destinations, motivations, trends and ethical dilemmas. HUMAN RESOURCES FOR HEALTH 2022; 20:9. [PMID: 35039072 PMCID: PMC8762432 DOI: 10.1186/s12960-022-00707-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 01/07/2022] [Indexed: 05/25/2023]
Abstract
BACKGROUND International medical electives are one the highlights of medical training. Literature about international electives is scarce, and understanding what made a student choose one destination over another is unclear. Many medical students based in Europe travel to Africa each year for their elective, however, students' expectations and motivations are yet largely unexplored. METHODS To gain insights into the factors driving students to travel to Africa, we analyzed two large international elective databases based in Germany. We reviewed elective testimonies and extrapolated geographical data as well as the choice of discipline for electives completed in Africa. Based on pre-defined categories, we also investigated students' motivations and expectations. RESULTS We identified approximately 300 elective reports from medical students from German-speaking countries who chose to travel to Africa for their elective. Students commonly reported destinations in Southern and East Africa, with the Republic of South Africa and Tanzania being the most frequently selected destinations. Surgical disciplines were the most commonly reported choice. Diverse motivations were identified, including the desire to improve knowledge and clinical examination skills. A large proportion of students reported a link between destination choice and the potential to partake in surgical procedures not feasible at home; whether these surgeries were not or no longer practiced at home, or whether students could not partake due to level of training, was not ascertainable from the data. A trend-analysis revealed a growing interest in travelling to Africa for electives within the last 15 years. We observed a sharp decline in reports in 2020, a phenomenon most likely related to SARS-CoV-2-related travel restrictions. CONCLUSIONS This study suggests that medical electives in Africa are commonly reported by medical students from German-speaking countries, with diverse motivations for the choice of destination. A non-neglectable proportion of students identified the possibility to engage in surgical procedures as one of the main reasons for choosing Africa. This poses a series of ethical dilemmas, and well-structured pre-departure trainings may be a solution to this. The recent dip in overseas electives should be seen as a unique opportunity for medical schools and universities to restructure their international elective programs.
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Affiliation(s)
- Maximilian Andreas Storz
- Department of Internal Medicine II, Centre for Complementary Medicine, Faculty of Medicine, University of Freiburg, Freiburg, Germany.
| | - Ann-Kathrin Lederer
- Department of Internal Medicine II, Centre for Complementary Medicine, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Eric Pieter Heymann
- Department of Emergency Medicine, Cantonal Hospital of Neuchâtel, Neuchâtel, Switzerland
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Nema N, Srivastava R, Bose S. An insight into competency-based undergraduate curriculum and its application in Ophthalmology. JOURNAL OF CLINICAL OPHTHALMOLOGY AND RESEARCH 2022. [DOI: 10.4103/jcor.jcor_7_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Electives in undergraduate health professions training: Opportunities and utility. Med J Armed Forces India 2021; 77:S12-S15. [PMID: 33612926 DOI: 10.1016/j.mjafi.2020.12.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Elective courses, as the name implies, are the courses fundamentally optional in nature. Such courses are offered to students to allow them to have diversified and specific learning experiences in the area of interest, beyond fixed curricular boundaries. Though, elective courses started gaining importance in health professions training during last century, their full potential is still untapped. With the introduction of massive open online courses, more such courses are on offer. This perspective discusses the opportunities available to introduce elective courses as well as the opportunities provided by the elective courses to improve students' learning and help in their professional development.
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