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Roze E, Nilles C, Louapre C, Soumet-Leman B, Renaud MC, Dechartres A, Atkinson-Clement C. A podcast to teach medical humanities at medical school: a text-mining study of students' lived experience. MEDICAL EDUCATION ONLINE 2024; 29:2367823. [PMID: 38905106 PMCID: PMC11195461 DOI: 10.1080/10872981.2024.2367823] [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: 10/30/2023] [Accepted: 06/10/2024] [Indexed: 06/23/2024]
Abstract
The teaching of medical humanities is increasingly being integrated into medical school curricula. We developed a podcast called Le Serment d'Augusta (Augusta's Oath), consisting of six episodes tackling hot topics in the modern world of healthcare related to the patient-doctor relationship, professionalism, and ethics. This podcast aimed to provide scientific content in an entertaining way, while promoting debate among medical students. The Le Serment d'Augusta podcast was proposed as one of the various optional modules included in the second- to fifth-year curriculum at the School of Medicine of Sorbonne University (Paris). We asked students to report their lived experience of listening to the podcast. We then used a text-mining approach focusing on two main aspects: i) students' perspective of the use of this educational podcast to learn about medical humanities; ii) self-reported change in their perception of and knowledge about core elements of healthcare after listening to the podcast. 478 students were included. Students were grateful for the opportunity to participate in this teaching module. They greatly enjoyed this kind of learning tool and reported that it gave them autonomy in learning. They appreciated the content as well as the format, highlighting that the topics were related to the very essence of medical practice and that the numerous testimonies were of great added value. Listening to the podcast resulted in knowledge acquisition and significant change of perspective. These findings further support the use of podcasts in medical education, especially to teach medical humanities, and their implementation in the curriculum.
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Affiliation(s)
- Emmanuel Roze
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | - Christelle Nilles
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Neurology department, Hôpital Fondation Adolphe de Rothschild, Paris, France
| | - Céline Louapre
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | | | - Marie-Christine Renaud
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | - Agnès Dechartres
- Département de Santé Publique, Sorbonne Université, INSERM, Institut Pierre Louis d’Épidémiologie et de Santé Publique, AP-HP, Hôpital Pitié-Salpêtrière, Paris, France
| | - Cyril Atkinson-Clement
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
- Precision Imaging, School of Medicine, University of Nottingham, Nottingham, UK
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Alkhars HM, Alkhars A, Al-Tayeb AM, Aleid M, AlKarni A, Alowairdhi M, Altayeb A, Abed FH, Alessa M. Negative Impact of Smaller Hometown Size on the Educational Experience of Medical Students: A Nationwide Study in Saudi Arabia. Cureus 2024; 16:e60342. [PMID: 38883122 PMCID: PMC11177743 DOI: 10.7759/cureus.60342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/15/2024] [Indexed: 06/18/2024] Open
Abstract
Background and objective Saudi Arabia's rapid medical education expansion has posed unique challenges for its students, particularly concerning specialty selection. Having broad exposure to medical specialties is crucial for making informed decisions. This study explores how the size of students' hometowns influences their exposure to their preferred specialty, thereby affecting their choice. Methods Our cross-sectional study collected data from medical students in their 4th and 5th years, interns, and graduates across Saudi Arabia. An electronic survey gathered information about medical specialty choice, interest levels, students' self-ranking compared to their peers, and level of exposure to the chosen specialty. Overall exposure to specialties was quantified by tallying participants' experiences in preclinical observerships, didactic lectures, research projects, core and elective rotations, and attended conferences. We divided the students into three city sizes: primary urban centers, intermediate urban cities, and small townships and compared the outcomes between these three groups. Results Responses were obtained from 1,072 participants, with 424 (39.6%) from primary urban centers, 367 (34.2%) from intermediate urban cities, and 281 (26.2%) from small townships. Student hometown size was an independent predictor of specialty exposure, with students from smaller cities reporting lower exposure scores (OR = 0.73, (0.63-0.84), p<0.01). The study also identified gender disparities in exposure, with female students found to be correlated with a lower exposure score (OR = 0.72, (0.58-0.89), p<0.01). Conclusion City size is a significant determinant of specialty exposure for Saudi medical students. These findings highlight the need for initiatives that promote equal educational experiences, ensuring comprehensive specialty exposure to all students.
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Affiliation(s)
- Hussain M Alkhars
- Medicine, School of Medicine and Health Sciences, George Washington University, Washington, DC, USA
| | | | - Ahmed M Al-Tayeb
- Emergency Medicine, School of Medicine and Health Sciences, George Washington University, Washington, DC, USA
| | - Mohammed Aleid
- General Surgery, University of Pennsylvania Health System, Philadelphia, USA
| | - Abdullah AlKarni
- Otolaryngology Head and Neck Surgery, King Saud Bin Abdulaziz University for Health Sciences College of Medicine, Riyadh, SAU
| | - Moath Alowairdhi
- Otolaryngology Head and Neck Surgery, King Saud Bin Abdulaziz University for Health Sciences College of Medicine, Riyadh, SAU
| | - Afaf Altayeb
- Medicne, College of Medicine Alfaisal University, Riyadh, SAU
| | - Faisal H Abed
- Medicne, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, SAU
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Liang CG, Matsunaga M, Takakusagi M, DeMeo J, Thompson JD, Rettenmeier C, Aytaç G, Lee UY, Lozanoff S. A comparison of pre- and post-clinical education learning preferences among medical students who elected to dissect compared to those who did not during the COVID-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2024; 17:396-412. [PMID: 38053470 DOI: 10.1002/ase.2362] [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: 07/08/2022] [Revised: 11/09/2023] [Accepted: 11/13/2023] [Indexed: 12/07/2023]
Abstract
Anatomy instructional methods varied widely during the COVID-19 pandemic and programs are assessing innovations for retention. Learning preferences were assessed among medical students dichotomized as elective dissectors (ED) or non-dissectors (ND) during the COVID-19 partial re-opening in 2020 (preclinical) and again in 2022 after clinical exposure (post-clinical) to assess the viability of elective dissection post-pandemic. A mixed-method approach was used for the assessment of test scores, learning preference surveys, learning activities rankings, and thematic analyses. No significant differences occurred in anatomy examination scores. Dissection was considered useful by both preclinical groups but significantly more so by ED, while the presence of an instructor was significantly preferred by ED although a majority of ND agreed. Elective dissection was significantly preferred by ND but also by a large minority of ED students. Pre- and post-clinical ND believed that elective dissection offered more academic flexibility, did not hinder clinical learning, and did not negatively impact medical education. The corresponding ED stated that confidence improved, clinical experiences were enhanced, and dissection was irreplaceable. Preclinical ND preferred self-learning, while ED students preferred online learning, but these differences largely disappeared post-clinically. Learning activity rankings were not significantly different among all groups (ND, ED, preclinical, and post-clinical). A hybrid laboratory with a virtual learning environment ranked highest across groups and preferences increased over time suggesting that students benefited from this instructional method during clinical exposure. The absence of laboratory experience ranked lowest, and preference decreased over time suggesting that anatomy dissection is valued.
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Affiliation(s)
- Collin G Liang
- John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Masako Matsunaga
- Department of Quantitative Health Sciences, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Melia Takakusagi
- John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - J DeMeo
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
- Defense POW/MIA Accounting Agency, Joint Base Pearl Harbor-Hickam, Honolulu, Hawaii, USA
| | - Jesse D Thompson
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Christoph Rettenmeier
- University of Hawai'i/Queens's Medical Center (UH/QMC) MRI Research Center, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - Güneş Aytaç
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
| | - U-Young Lee
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Medicine, Catholic University of Korea, Seoul, Korea
| | - Scott Lozanoff
- Department of Anatomy, Biochemistry and Physiology, John A. Burns School of Medicine, University of Hawai'i at Mānoa, Honolulu, Hawaii, USA
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Walsh KL, Yadav A, Cradeur M, Huang H, Lee D, Owusu-Dapaah H, Ji C, Kendall MC, Asher S. Impact of a Preclinical Medical Student Anesthesiology Elective on the Attitudes and Perceptions of Medical Students Regarding Anesthesiology. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1347-1355. [PMID: 38050578 PMCID: PMC10693776 DOI: 10.2147/amep.s427974] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Accepted: 11/21/2023] [Indexed: 12/06/2023]
Abstract
Purpose First- and second-year medical students typically have limited exposure to the field of anesthesiology, yet recent match data shows growing interest in the specialty. Early, structured exposure to anesthesiology in the form of a preclinical elective may allow medical students to make more informed decisions on their specialty of choice. Methods The anesthesiology preclinical elective, BIOL 6704: "Anesthesia: Much More than Putting you to Sleep", is a one-credit course taught at The Warren Alpert Medical School of Brown University. A survey consisting of fifteen questions assessing changes in attitudes, perceptions, and interest in anesthesiology was distributed to first- and second-year medical students before and after course participation. The results were analyzed using the Wilcoxon's signed-rank test for paired samples. Results The biggest impact of the preclinical elective was observed in the students' subjective understanding of key aspects of the practice of anesthesiology. Statistically significant improvement was seen in the understanding of airway management, anesthetic pharmacology, basics of ultrasound, vascular access, anesthesiology subspecialties, and an understanding of anesthesiology residency. Overall, results were limited by our small sample size. Conclusion Our elective allows medical students to explore anesthesiology early in their medical school career. After taking this course, students noted more familiarity with various topics in anesthesiology. Peer institutions lacking a similar course may consider using our experience to increase interest about the specialty of anesthesiology for future students.
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Affiliation(s)
- Kendra L Walsh
- The Warren Alpert Medical School of Brown University, Providence, RI, 02903, USA
- Pharmacy Services, Rhode Island Hospital, Providence, RI, 02903, USA
| | - Abhishek Yadav
- Department of Anesthesiology, Rhode Island Hospital, Providence, RI, 02903, USA
| | - Michael Cradeur
- The Warren Alpert Medical School of Brown University, Providence, RI, 02903, USA
| | - Henry Huang
- Department of Anesthesiology, Rhode Island Hospital, Providence, RI, 02903, USA
| | - Daniel Lee
- Department of Anesthesiology, Rhode Island Hospital, Providence, RI, 02903, USA
| | - Harry Owusu-Dapaah
- Department of Anesthesiology, Rhode Island Hospital, Providence, RI, 02903, USA
| | - Chao Ji
- Department of Anesthesiology, Rhode Island Hospital, Providence, RI, 02903, USA
| | - Mark C Kendall
- The Warren Alpert Medical School of Brown University, Providence, RI, 02903, USA
- Department of Anesthesiology, Rhode Island Hospital, Providence, RI, 02903, USA
| | - Shyamal Asher
- The Warren Alpert Medical School of Brown University, Providence, RI, 02903, USA
- Department of Anesthesiology, Rhode Island Hospital, Providence, RI, 02903, USA
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Anil J, Cunningham P, Dine CJ, Swain A, DeLisser HM. The medical humanities at United States medical schools: a mixed method analysis of publicly assessable information on 31 schools. BMC MEDICAL EDUCATION 2023; 23:620. [PMID: 37658394 PMCID: PMC10472551 DOI: 10.1186/s12909-023-04564-y] [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: 02/07/2023] [Accepted: 08/01/2023] [Indexed: 09/03/2023]
Abstract
INTRODUCTION There have been increasing efforts to integrate the arts and humanities into medical education, particularly during undergraduate medical education (UME). Previous studies, however, have focused on courses and curricular programming without rigorous characterization of the associated paracurricular environment or infrastructure enabling or facilitating these offerings. METHODS To assess opportunities for students to engage the arts and humanities during their medical education as well as the institutional resources to support those opportunities, we developed the Humanities and Arts Programming Scale (HARPS): an 18-point scale involving eight sub-domains (Infrastructure, Curricular Opportunities, Extracurricular Engagement, Opportunities for Immersion, Faculty Engagement, Staff Support, Student Groups, and Scholarship). This scale was used to evaluate the top-31 ranked United States medical schools as determined by US News and World Report's (USWNR) Medical School Research Rankings using information derived from public-facing, online information. RESULTS Mean cumulative HARPS score was 11.26, with a median score of 12, a standard deviation of 4.32 and a score range of 3-17. Neither USWNR ranking nor private/public institution status were associated with the cumulative score (p = 0.121, p = 0.739). 52% of institutions surveyed had a humanities-focused center/division with more than 70% of the schools having significant (> 5) faculty engaged in the medical humanities. 65% of schools offered 10 or more paracurricular medical humanities events annually, while 68% of the institutions had more than 5 medical humanities student organizations. While elective, non-credit courses are available, only 3 schools required instruction in the arts and humanities, and comprehensive immersive experiences in the medical humanities were present in only 29% of the schools. CONCLUSIONS Although there is a significant presence of the medical humanities in UME, there is a need for integration of the arts and humanities into required UME curricula and into immersive pathways for engaging the medical humanities.
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Affiliation(s)
- Joshua Anil
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - Phoebe Cunningham
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - C Jessica Dine
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - Amanda Swain
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - Horace M DeLisser
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA.
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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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Coronado-Vázquez V, Antón-Rodríguez C, Gómez-Salgado J, Ramírez-Durán MDV, Álvarez-Montero S. Evaluation of learning outcomes of humanities curricula in medical students. A meta-review of narrative and systematic reviews. Front Med (Lausanne) 2023; 10:1145889. [PMID: 37138737 PMCID: PMC10150636 DOI: 10.3389/fmed.2023.1145889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Accepted: 03/14/2023] [Indexed: 05/05/2023] Open
Abstract
Objectives To assess the expected learning outcomes of medical humanities subjects in medical studies curricula. To connect those expected learning outcomes with the types of knowledge to be acquired in medical education. Methods Meta-review of systematic and narrative reviews. Cochrane Library, MEDLINE (Pubmed), Embase, CINAHL, and ERIC were searched. In addition, references from all the included studies were revised, and the ISI Web of Science and DARE were searched. Results A total of 364 articles were identified, of which six were finally included in the review. Learning outcomes describe the acquisition of knowledge and skills to improve the relationship with patients, as well as the incorporation of tools to reduce burnout and promote professionalism. Programs that focus on teaching humanities promote diagnostic observation skills, the ability to cope with uncertainty in clinical practice, and the development of empathetic behaviors. Conclusion The results of this review show heterogeneity in the teaching of medical humanities, both in terms of content and at the formal level. Humanities learning outcomes are part of the necessary knowledge for good clinical practice. Consequently, the epistemological approach provides a valid argument for including the humanities in medical curricula.
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Affiliation(s)
- Valle Coronado-Vázquez
- B21-20R Group, Instituto Aragonés de Investigaciones Sanitarias, University of Zaragoza, Zaragoza, Spain
- Las Cortes Health Centre, Madrid Health Service, Madrid, Spain
- Faculty of Medicine, Universidad Francisco de Vitoria, Madrid, Spain
| | | | - Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, Huelva, Spain
- Safety and Health Postgraduate Program, Universidad Espíritu Santo, Guayaquil, Ecuador
- *Correspondence: Juan Gómez-Salgado,
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Naeger KM, Cummins KC, Kulkarni PA. Participation in a Longitudinal Seminar Series Increases Medical Student Engagement with the COVID-19 Pandemic. South Med J 2022; 115:808-812. [PMID: 36318945 PMCID: PMC9612410 DOI: 10.14423/smj.0000000000001464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The coronavirus disease 2019 pandemic created unprecedented challenges to medical education for learners at all levels, particularly for learners who were not able to function in a clinical role. This article describes the development and evaluation of a new preclinical elective course for students at the Baylor College of Medicine covering the healthcare field’s multidisciplinary response to the pandemic. In addition, this study presents evidence that virtual elective seminars can be implemented successfully to increase student engagement with current events in medicine. Objectives The coronavirus disease 2019 (COVID-19) pandemic required a multifaceted response by healthcare professionals. Medical students played only a limited role in the early response, resulting in feelings of disengagement. The authors developed a discussion-based elective course reviewing the COVID-19 response to address this gap in medical student education. Methods Preclinical medical students enrolled in this elective participated in weekly virtual interactive seminars led by expert faculty members. Students completed a final survey quantifying their understanding of the overall COVID-19 response, knowledge of its individual facets, and their feelings of personal engagement on a Likert scale from 1 to 5, with 5 representing the most understanding or engagement. The differences in mean scores on “precourse” and “postcourse” surveys were compared. Results A total of 65 students enrolled in the elective. Students demonstrated significant improvement in perceived holistic understanding of the response of the medical field to the COVID-19 pandemic (P < 0.001) and in feelings of personal engagement with the pandemic (P < 0.001). In addition, students reported a significantly increased understanding of each facet of the pandemic response covered in the course (8 questions; all P < 0.001). Conclusions Preclinical medical student participation in a discussion-based seminar course reviewing the COVID-19 pandemic significantly increased feelings of engagement with and understanding of the response of the medical field to the pandemic.
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Affiliation(s)
- Katherine M Naeger
- From the Department of Student Affairs, and the Department of Medicine, Infectious Diseases Section, Baylor College of Medicine, Houston, Texas
| | - Kaelyn C Cummins
- From the Department of Student Affairs, and the Department of Medicine, Infectious Diseases Section, Baylor College of Medicine, Houston, Texas
| | - Prathit A Kulkarni
- From the Department of Student Affairs, and the Department of Medicine, Infectious Diseases Section, Baylor College of Medicine, Houston, Texas
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Al-Taher R, Al-Ani R, Al-Ani A, Rashdan M, Al Manasra ARA, Aborajooh E, Al-Balas H, Al-Balas H, Al-Balas M, Attiyat M, Qasem N. The clinical elective course and its effects on medical students and graduates of Jordanian medical schools. BMC MEDICAL EDUCATION 2022; 22:716. [PMID: 36221086 PMCID: PMC9553297 DOI: 10.1186/s12909-022-03779-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 09/29/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The elective course is part of the 6th-year medical school curriculum in Jordan. Students choose the specialty in which they wish to spend 8 weeks and choose their location even if it is outside their university's affiliated hospitals. In this study, we try to understand student choices regarding the country of elective, chosen specialty, type of placement (observership/clerkship), and elective general value from participants' perspectives. METHODS This paper used a cross-sectional study. The survey was distributed through social media platforms (mainly Facebook and WhatsApp) targeting 6th-year medical students and doctors who graduated from one of the 5 Jordanian medical schools (the University of Jordan, Jordan University of Science and Technology, Mutah University, Yarmouk University, and Hashemite University). RESULTS The majority of participants had an international elective (69.6%), mainly in the USA, followed by the UK. Internal medicine was the primary field of interest for 14.8%, followed by general surgery. Of these, 241 (62.6%) actively participated in work at their chosen hospitals as they had a clerkship/hands-on experience. In contrast, 142 (36.9%) were observers. The majority indicated that the elective is worth the time, money, and effort. Moreover, they had adequate supervision throughout the course and could achieve their preset objectives. CONCLUSIONS The elective course gives a unique experience to our students. General satisfaction is an indicator of the success of the course in actively exposing medical students to clinical practice.
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Affiliation(s)
- Raed Al-Taher
- Department of General Surgery, Division of Pediatric Surgery, School of Medicine, The University of Jordan, Amman, Jordan
| | - Ruba Al-Ani
- School of Medicine, The University of Jordan, Amman, Jordan.
| | | | - Mohammad Rashdan
- Department of General Surgery, School of Medicine, The University of Jordan, Amman, Jordan
| | - Abdel Rahman A Al Manasra
- Department of General Surgery, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Emad Aborajooh
- Department of General Surgery, Faculty of Medicine, Mutah University, Kerak, Jordan
| | - Hamzeh Al-Balas
- Department of General and Special Surgery, Faculty of Medicine, The Hashemite University, Zarqa, Jordan
| | - Hasan Al-Balas
- Clinical Medicine Department, Faculty of Medicine, Yarmouk University, Irbid, Jordan
| | - Mahmoud Al-Balas
- Department of General and Special Surgery, Faculty of Medicine, The Hashemite University, Zarqa, Jordan
| | - Maymoona Attiyat
- Department of General Surgery, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Nuha Qasem
- Department of Internal Medicine, Division of Family Medicine, Faculty of Medicine, The Hashemite University, Zarqa, Jordan
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Müller A, Sawicki OA, Pommee M, Blazejewski T, Schneider K, Ullmann-Moskovits J, Petersen JJ, Müller BS. Providing an interactive undergraduate elective on safety culture online - concept and evaluation. BMC MEDICAL EDUCATION 2022; 22:508. [PMID: 35765057 PMCID: PMC9238086 DOI: 10.1186/s12909-022-03541-1] [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: 08/11/2021] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The COVID-19 pandemic has made it more difficult to maintain high quality in medical education. As online formats are often considered unsuitable, interactive workshops and seminars have particularly often been postponed or cancelled. To meet the challenge, we converted an existing interactive undergraduate elective on safety culture into an online event. In this article, we describe the conceptualization and evaluation of the elective. METHODS The learning objectives of the safety culture elective remained unchanged, but the teaching methods were thoroughly revised and adapted to suit an online setting. The online elective was offered as a synchronous two-day course in winter semester 2020/21 during the "second wave" of the COVID-19 pandemic in Germany. At the end of each day, participating students evaluated the elective by completing an online survey. Items were rated on a six-point Likert scale. We used SPSS for data analysis. RESULTS Twenty medical undergraduates completed the elective and rated it extremely positively (1.1 ± 0.2). Students regard safety culture as very important and felt the learning objectives had been achieved. Moreover, they were very satisfied with the design and content of the elective, and especially with interactive elements like role-play. Around 55% of participants would recommend continuing to offer the online elective after the pandemic. CONCLUSIONS It makes sense to offer undergraduate medical students online elective courses on safety culture, especially during a pandemic. The elective described here can serve as a best practice example of how to teach safety culture to undergraduates, especially when physical presence is unfeasible. Electives requiring a high degree of interaction can also function well online.
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Affiliation(s)
- Angelina Müller
- Institute of General Practice, Goethe University Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany.
| | - Olga A Sawicki
- Institute of General Practice, Goethe University Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany
| | - Marina Pommee
- Institute of General Practice, Goethe University Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany
| | - Tatjana Blazejewski
- Institute of General Practice, Goethe University Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany
| | - Kyra Schneider
- Stabsstelle Patientensicherheit & Qualität, Universitätsklinikum Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany
| | - Judith Ullmann-Moskovits
- Institute of General Practice, Goethe University Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany
| | - Juliana J Petersen
- Institute of General Practice, Goethe University Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany
| | - Beate S Müller
- Institute of General Practice, Goethe University Frankfurt, Theodor-Stern-Kai 7, 60590, Frankfurt, Germany
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Howick J, Zhao L, McKaig B, Rosa A, Campaner R, Oke J, Ho D. Do medical schools teach medical humanities? Review of curricula in the United States, Canada and the United Kingdom. J Eval Clin Pract 2022; 28:86-92. [PMID: 34105226 DOI: 10.1111/jep.13589] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 04/14/2021] [Accepted: 04/18/2021] [Indexed: 11/29/2022]
Abstract
RATIONALE AND OBJECTIVES Medical humanities are becoming increasingly recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We reviewed medical school curricula in Canada, the UK and the US. We also explored the relationship between medical school ranking and the inclusion of medical humanities in the curricula. METHODS We searched the curriculum websites of all accredited medical schools in Canada, the UK and the US to check which medical humanities topics were taught, and whether they were mandatory or optional. We then noted rankings both by Times Higher Education and U.S. News and World Report and calculated the average rank. We formally explored whether there was an association between average medical school ranking and medical humanities offerings using Spearman's correlation and inverse variance weighting meta-analysis. RESULTS We identified 18 accredited medical school programmes in Canada, 41 in the UK, and 154 in the US. Of these, nine (56%) in Canada, 34 (73%) in the UK and 124 (80%) in the US offered at least one medical humanity that was not ethics. The most common medical humanities were medical humanities (unspecified), history, and literature (Canada); sociology and social medicine, medical humanities (unspecified), and art (UK); and medical humanities (unspecified), literature and history (US). Higher ranked medical schools appeared less likely to offer medical humanities. CONCLUSIONS The extent and content of medical humanities offerings at accredited medical schools in Canada, the UK and the US varies, and there appears to be an inverse relationship between medical school quality and medical humanities offerings. Our analysis was limited by the data provided on the Universities' websites. Given the potential for medical humanities to improve medical education and medical practice, opportunities to reduce this variation should be exploited.
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Affiliation(s)
- Jeremy Howick
- Faculty of Philosophy, University of Oxford, Oxford, UK
| | - Lunan Zhao
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Brenna McKaig
- Center for Health Humanities, MCPHS University, Boston, Massachusetts, USA
| | - Alessandro Rosa
- Department of Philosophy and Communication Studies, University of Bologna, Bologna, Italy
| | - Raffaella Campaner
- Department of Philosophy and Communication Studies, University of Bologna, Bologna, Italy
| | - Jason Oke
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
| | - Dien Ho
- Center for Health Humanities, MCPHS University, Boston, Massachusetts, USA
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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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Myers SE, Bender NR, Seidel MA, Weinstock RS. Diabetes SPECIAL (Students Providing Education on Chronic Illness and Lifestyle): a novel preclinical medical student elective. PERSPECTIVES ON MEDICAL EDUCATION 2021; 10:312-315. [PMID: 33349906 PMCID: PMC8505564 DOI: 10.1007/s40037-020-00641-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 11/05/2020] [Accepted: 12/02/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Traditional medical student curricula limit substantial clinical experiences until the third and fourth years of medical school. This delay in valuable experiences hinders the ability of some medical students to choose a specialty to pursue, delays the formation of meaningful longitudinal mentorship relationships, and limits the development of important clinical acumen. Furthermore, the use of medical students in preclinical years may help to improve patient care and outcomes. APPROACH The novel preclinical Diabetes SPECIAL (Students Providing Education on Chronic Illness and Lifestyle) elective was designed to introduce first year medical students to the field of endocrinology, promote the development of a professional identity, improve medical student communication skills, and raise awareness of the complexities of managing patients living with diabetes mellitus. Furthermore, and novel to this experience, was to measure the impact of this elective on patient outcomes. EVALUATION Students attended patient appointments, communicated with their assigned patients regularly, relayed important health information to the attending endocrinologist, and attended monthly didactic sessions. The elective outcomes were evaluated via completed surveys by patients, students, and attending physicians as well as medical record review for pre- and post-elective hemoglobin A1C levels. REFLECTION Students, faculty, and patients who participated in this elective generally reported having a positive experience. Seven out of 10 patients had a reduction in their hemoglobin A1C levels. The outcomes from the pilot of this novel preclinical elective support the importance of early clinical exposure in medical student training and highlight potential positive impacts on both medical student education and patient outcomes.
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Affiliation(s)
- Sarah E Myers
- Department of Medicine: Division of Endocrinology, Diabetes and Metabolism, SUNY Upstate Medical University, Syracuse, NY, USA.
| | - Nicholas R Bender
- Department of Medicine: Division of Endocrinology, Diabetes and Metabolism, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Marina A Seidel
- Department of Medicine: Division of Endocrinology, Diabetes and Metabolism, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Ruth S Weinstock
- Department of Medicine: Division of Endocrinology, Diabetes and Metabolism, SUNY Upstate Medical University, Syracuse, NY, USA
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Lin C, Zheng J, Shivakumar V, Schillinger E, Rydel TA, Montacute T. Entice With Procedures, Inspire With Primary Care: A Preclerkship Pipeline Course. PRIMER : PEER-REVIEW REPORTS IN MEDICAL EDUCATION RESEARCH 2021; 5:22. [PMID: 34286225 DOI: 10.22454/primer.2021.782026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Background and Objectives The growing demand for primary care clinicians in the United States continues to outstrip their dwindling supply. Many allopathic medical schools, including Stanford University School of Medicine, are not adequately meeting this shortage. We sought to develop a preclerkship elective to increase the visibility and desirability of primary care at our institution. Methods A novel 9-week preclerkship elective titled "Primary Care Defined: Perspectives and Procedures," was designed as a series of procedural workshops followed by interactive sessions with local primary care clinicians. A total of 36 medical and physician assistant students were enrolled. We administered a questionnaire pre- and postcourse to evaluate the impact of the elective on learner interest and attitudes toward primary care. Results Twenty-four enrolled and 10 nonenrolled learners completed the questionnaire both pre- and postcourse. A one-way analysis of covariance controlling for gender, program (medical doctor versus physician assistant), and precourse responses demonstrated that enrollees had a significantly increased interest in primary care compared to nonenrollees after the course (F 1,32=9.22, P=.005). Enrollees also more positively rated their attitudes toward compensation, scope of practice, and job fulfillment than nonenrollees. Both groups had high levels of agreement on statements concerning patient-physician interactions and the importance of primary care to the health care system. Conclusion The design and content of this elective offers a framework for other institutions looking to promote the value of primary care specialties, particularly family medicine. Creating opportunities for experiential learning and early student-faculty engagement may encourage preclerkship learners to consider a career in primary care.
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Affiliation(s)
- Crystal Lin
- Stanford University School of Medicine, Stanford, CA
| | - Jimmy Zheng
- Stanford University School of Medicine, Stanford, CA
| | | | - Erika Schillinger
- Division of Primary Care and Population Health, Department of Medicine, Stanford University School of Medicine, Palo Alto, CA
| | - Tracy A Rydel
- Division of Primary Care and Population Health, Department of Medicine, Stanford University School of Medicine, Stanford, CA
| | - Tamara Montacute
- Division of Primary Care and Population Health, Department of Medicine, Stanford University School of Medicine, Stanford, CA
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Svoboda M, Kamal Y, Pinto-Powell R. Science Scholars: Integrating Scientific Research Into Undergraduate Medical Education Through a Comprehensive Student-Led Preclinical Elective. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11144. [PMID: 33889723 PMCID: PMC8056777 DOI: 10.15766/mep_2374-8265.11144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 02/15/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION One of the goals of evidence-based medical education is to familiarize future health care practitioners with the scientific method so they can interpret scholarly literature and communicate appropriately with patients. However, many students lack the skills necessary to conduct research themselves. We describe a preclinical elective course designed to equip students with these skills through workshops, mentorship, and research experience. METHODS Through an application process, we selected first-year medical (M1) students who expressed interest in conducting basic, translational, or clinical research. Throughout the yearlong curriculum, students attended a series of 10 1-hour workshops to learn the skills necessary to engage in research. Additionally, each student was paired with a peer mentor. As their final project, students completed a specific aims page based on their projected research study. RESULTS Over the course of 3 years, 96% of students secured a research position for the summer following M1, and 36% secured positions at external institutions with nationally competitive funding, compared to 10% of their peers who did not participate in the elective. Of students, 80% indicated that this elective helped them find and secure these research positions, and 75% of students reported that they learned valuable skills not taught in their medical curriculum. DISCUSSION Participation in a preclinical research elective can provide immediate value in the form of research skills with the prospect of stimulating a lifelong interest in scientific inquiry. Our curriculum was delivered in a medical school setting, however it is applicable to any health care professional school.
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Affiliation(s)
- Marek Svoboda
- MD-PhD Student, Quantitative Biomedical Sciences, Geisel School of Medicine at Dartmouth
| | - Yasmin Kamal
- MD-PhD Student, Quantitative Biomedical Sciences, Geisel School of Medicine at Dartmouth
| | - Roshini Pinto-Powell
- Professor of Medical Education, Department of Medical Education, Geisel School of Medicine at Dartmouth
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Ramalho AR, Vieira-Marques PM, Magalhães-Alves C, Severo M, Ferreira MA, Falcão-Pires I. Electives in the medical curriculum - an opportunity to achieve students' satisfaction? BMC MEDICAL EDUCATION 2020; 20:449. [PMID: 33225951 PMCID: PMC7681969 DOI: 10.1186/s12909-020-02269-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2019] [Accepted: 09/28/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Electives are perceived by medical students as a valuable, highly regarded experience, allowing them to customize learning experiences and enabling them to early differentiate during medical training. The present work aims to uncover students' major determinants of satisfaction and how they interfere with their future elective choices in order to identify the best approach to implement electives in medical curricula. METHODS A cross-sectional study was conducted through a written evaluation survey concerning the electives available in the academic year 2015-2016. Our institution provides 106 electives to students from the 2nd to the 5th year. Students' satisfaction was assessed through a validated questionnaire with eight sentences expressing opinions related to electives global satisfaction. Data from 538 inquiries from 229 students were analyzed quantitatively using regression and correlation models, and qualitatively through phenomenography. RESULTS Quantitative analysis of the questionnaires allowed to establish both: 1) The determinants of students' satisfaction with electives, which were Agreement with teaching and learning methodologies, followed by Agreement with assessment methodologies employed, Perception of the workload demanded and Requirement for continuous work and 2) The predictors of students preferences in the following years, namely, Agreement with assessment methodologies employed, Classes attendance and Ranking of the allocated elective established in the previous year. Qualitative analysis of questionnaires revealed that students consider electives as being innovative and interesting, claiming that some, for their relevant content, could be integrated into the medical core curriculum. CONCLUSIONS Our work raises awareness on the best practices when it comes to electives' organization to meet students' satisfaction. We can conclude that medical schools should measure students satisfaction as a tool to organize and predict future needs of electives and placements when designing and implementing this alternative student-centred curriculum or even to improve the existing practices regarding electives in medical courses.
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Affiliation(s)
- Ana Rita Ramalho
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine of University of Porto, Porto, Portugal
| | - P. M. Vieira-Marques
- CINTESIS - Center for Research in Health Technologies and Information Systems. Faculty of Medicine, University of Porto, Porto, Portugal
| | - C. Magalhães-Alves
- Cardiovascular Research and Development Center, Faculty of Medicine of the University of Porto, Porto, Portugal
| | - M. Severo
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine of University of Porto, Porto, Portugal
| | - M. A. Ferreira
- Department of Public Health and Forensic Sciences and Medical Education, Faculty of Medicine of University of Porto, Porto, Portugal
- Cardiovascular Research and Development Center, Faculty of Medicine of the University of Porto, Porto, Portugal
| | - I. Falcão-Pires
- Cardiovascular Research and Development Center, Faculty of Medicine of the University of Porto, Porto, Portugal
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Abstract
Aims: The aim of this study was to investigate the association between personality traits and attitudes toward learning communication skills in undergraduate medical students. The relation between students’ attitudes and personality trait could help us identify those who those who will need more support to develop communication skills, based on their personality traits.Methods: The data was collected data from an intentional and cross-sectional sample composed of 204 students from three Brazilian universities. The students answered questionnaires containing the Communication Skills Attitude Scale (CSAS-BR) and the Big Five Mini-Markers (BFMM) for personality. Data were analyzed using frequency calculations, principal components analysis, and the multiple linear regression model.Results: Seven among 26 items of the original Communication Skills Attitude Scale (CSAS) presented factor loads lower than |0.30| and must be excluded in the CSAS -BR that showed one domain including positive and negative attitudes. The value of Cronbach’s alpha of the 19-item scale was 0.894. The BFMM showed similar dimensional results with five domains with Cronbach’s alpha values of 0.804 for Extroversion, 0.753 for agreeableness, 0.755 for conscientiousness, 0.780 for neuroticism and 0.668 for openness. There were positive and statically significant linear associations with the CSAS-BR and agreeableness (β: 0.230, p<0.001), extraversion (β: 0.150, p=0.030), and openness to experience (β: 0.190, p=0.010). These personality factors drive social interactions and interpersonal relations, which involve the tendency to be friendly, flexible, and cooperative; to show a willing disposition; and the ability to actively engage with others. Conclusions: Based on the methods applied in this study, the results demonstrated a relation between agreeableness, extraversion and openness to experience with attitudes on communication skills in students from three Brazilian universities. Our results suggest that the evaluation of personality traits can contribute to the recognition of students for whom the establishment of special teaching strategies can improve communication skills.
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Ural HA, Musal B, Kılınç O. Asthma-Themed Chest Diseases Elective Internship Program Experience at Dokuz Eylül University School of Medicine. Turk Thorac J 2020; 21:293-295. [PMID: 33031718 DOI: 10.5152/turkthoracj.2019.180206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2018] [Accepted: 06/25/2019] [Indexed: 11/22/2022]
Abstract
OBJECTIVES The purpose of this article is to introduce asthma-themed chest diseases elective program applied within the scope of the Dokuz Eylül University School of Medicine. undergraduate medical program. MATERIALS AND METHODS Asthma-themed chest diseases elective internship program in Year 4 was developed to increase student gains from the elective internship program. During the two-week program, lectures and bedside and outpatient clinics practices were implemented. RESULTS Students' pre-education and post-education knowledge scores and OSCE scores were investigated. A minimal increase was observed in post-education score, and no significant difference was determined in the statistical analysis. The students' post-education clinical performance scores were significantly higher than that of pre-education. CONCLUSION Asthma-themed chest diseases elective internship program seems to be effective in increasing the clinical performance of the students.
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Affiliation(s)
- Hanım Ahu Ural
- Department of Medical Education, Dokuz Eylül University School of Medicine, İzmir, Turkey
| | - Berna Musal
- Department of Medical Education, Dokuz Eylül University School of Medicine, İzmir, Turkey
| | - Oğuz Kılınç
- Department of Chest Diseases, Dokuz Eylül University School of Medicine, İzmir, Turkey
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Mothupi KA, Adefuye AO. Contextualising the relevance of specialty-specific electives in dental education: Perspectives of dental and oral hygiene graduates. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:26-35. [PMID: 31518467 DOI: 10.1111/eje.12464] [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: 04/18/2019] [Revised: 09/03/2019] [Accepted: 09/09/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Electives have been shown to contribute to both the professional and personal development of students in specific areas of interest outside the standard curriculum. The School of Oral Health Sciences at the University of the Witwatersrand introduced electives as a pedagogy in the Bachelor of Dental Sciences (BDS) and Bachelor of Oral Health Sciences (BOHSc) curricula in 2010 and 2014, respectively. However, since its introduction, the relevance of these electives in the BDS and BOHSc curricula has not been investigated. METHODS This research was designed as an evaluation study that used a questionnaire survey administered to 76 dental and oral hygiene graduates (BDS and BOHSc). RESULTS Of the initial 76 questionnaires that were distributed, 55 (BDS = 38, BOHSc = 17) were returned, giving a response rate of 72.4%. Almost all the participants (92.7%) agreed that the electives enabled them to develop better interpersonal skills; 80.0% and 82.7% agreed that their clinical skills, and knowledge of key concepts in dental practice, respectively, had improved upon completion of the elective. In appraising the elective programme, 87.0% of the graduates agreed that the content and outcome of the elective programme should be reviewed and changed. CONCLUSION Obtaining empirical data on the impact of electives on clinical knowledge, skill and behaviour of dental graduates will enhance the relevance of electives in dental education. Findings by this study reveal that the actual impact of the electives on dental graduates was desirable and corresponded with the intended impact. The problematic areas that were identified will inform future planning.
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Affiliation(s)
- Kelebogile Annastacia Mothupi
- Department of Community Dentistry, School of Oral Health Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
- Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
| | - Anthonio Oladele Adefuye
- Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa
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Abstract
Medical teaching must include new knowledge and technologies and how these affect patient care. The Medical Humanities can contribute to a more holistic and caring view of health and disease.
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Affiliation(s)
- Maurizio Bifulco
- Department of Molecular Medicine and Medical Biotechnologies, University of Naples "Federico II", Naples, Italy
| | - Simona Pisanti
- Department of Medicine, Surgery and Dentistry "Scuola Medica Salernitana", University of Salerno, Salerno, Italy
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Coyan GN, D'Angelo MP, Kilic A, Gleason TG, Luketich JD, Aranda‐Michel E, Okusanya O, Schuchert MJ, Kinnunen A, Sultan I. Evaluation of a simulation‐based mini‐elective on medical student interest in cardiac surgery. J Card Surg 2019; 34:901-907. [PMID: 31269293 DOI: 10.1111/jocs.14143] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Garrett N. Coyan
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
| | - Michael P. D'Angelo
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
| | - Arman Kilic
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
- Heart and Vascular InstituteUniversity of Pittsburgh Medical Center Pittsburgh Pennsylvania
| | - Thomas G. Gleason
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
- Heart and Vascular InstituteUniversity of Pittsburgh Medical Center Pittsburgh Pennsylvania
| | - James D. Luketich
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
| | - Edgar Aranda‐Michel
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
| | - Olugbenga Okusanya
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
| | - Matthew J. Schuchert
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
| | - Angela Kinnunen
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
| | - Ibrahim Sultan
- Department of Cardiothoracic SurgeryUniversity of Pittsburgh Pittsburgh Pennsylvania
- Heart and Vascular InstituteUniversity of Pittsburgh Medical Center Pittsburgh Pennsylvania
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Laitman BM, Malbari A, Friedman S, Moerdler S, Kase S, Gibbs K. Preseason Pediatrics: an Interactive Preclinical Curriculum Enhances Knowledge and Skills in Medical Students. MEDICAL SCIENCE EDUCATOR 2019; 29:233-239. [PMID: 34457472 PMCID: PMC8368684 DOI: 10.1007/s40670-018-00676-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Medical students have limited preclinical exposure to pediatrics. We created an optional preclinical curriculum for first-year medical students called "Preseason Pediatrics" (PSP). This 6-month curriculum teaches pediatric-specific knowledge and clinical skills, consisting of monthly resident-led didactic sessions followed by complementary resident-mentored clinical experiences. METHODS Participants completed a survey before and after completion of PSP. Knowledge was assessed with multiple-choice questions pertaining to each topic covered in PSP and perceived skills, with a 5-point Likert scale ranging from not at all (1) to extremely (5) for skills taught. Skill maintenance was assessed with a newborn objective structured clinical exam (OSCE) 6 months after PSP completion in 2016. Students beginning their pediatric clerkship also completed a survey, comparing students who did and did not complete PSP. RESULTS From 2014 to 2017, 135 first-year medical students participated. Percent correct scores on pediatric knowledge increased in 4/5 topics covered, and students perceived increases in their pediatric skills in all course domains. 86.8% (n = 92/106) of students reported feeling more prepared for the pediatric clerkship. 94.3% (n = 100/106) would recommend the PSP experience to other students. Third-year students who participated in PSP reported higher comfort with pediatric patients prior to their clerkship. CONCLUSIONS PSP is a successful novel preclinical program introducing students to pediatrics. We demonstrated that didactics paired with resident-mentored clinical experiences improved pediatric knowledge, clinical-based skills, and perceived clerkship preparedness. Students may academically and professionally benefit from such earlier exposure to pediatrics.
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Affiliation(s)
- Benjamin M. Laitman
- Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, New York, NY 10029 USA
| | - Alefiyah Malbari
- Department of Pediatrics, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, New York, NY 10029 USA
| | - Suzanne Friedman
- Department of Pediatrics, Columbia University Medical Center, 3959 Broadway, CHC 1-102, New York, NY 10032 USA
| | - Scott Moerdler
- Department of Pediatrics, Division of Pediatric Hematology-Oncology, Rutgers Robert Wood Johnson Medical School, 195 Little Albany Street, New Brunswick, NJ 08903 USA
| | - Samuel Kase
- Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, New York, NY 10029 USA
| | - Kathleen Gibbs
- Pediatrics, Children’s Hospital of Philadelphia and University of Pennsylvania Perelman School of Medicine, 3401 Civic Center Blvd., Philadelphia, PA 19104 USA
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Wyles SP, Hayden RE, Meyer FB, Terzic A. Regenerative medicine curriculum for next-generation physicians. NPJ Regen Med 2019; 4:3. [PMID: 30774984 PMCID: PMC6367326 DOI: 10.1038/s41536-019-0065-8] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Accepted: 01/07/2019] [Indexed: 12/17/2022] Open
Abstract
Regenerative sciences are poised to transform clinical practice. The quest for regenerative solutions has, however, exposed a major gap in current healthcare education. A call for evidence-based adoption has underscored the necessity to establish rigorous regenerative medicine educational programs early in training. Here, we present a patient-centric regenerative medicine curriculum embedded into medical school core learning. Launched as a dedicated portal of new knowledge, learner proficiency was instilled by means of a discovery–translation–application blueprint. Using the “from the patient to the patient” paradigm, student experience recognized unmet patient needs, evolving regenerative technologies, and ensuing patient management solutions. Targeted on the deployment of a regenerative model of care, complementary subject matter included ethics, regulatory affairs, quality control, supply chain, and biobusiness. Completion of learning objectives was monitored by online tests, group teaching, simulated clinical examinations along with longitudinal continuity across medical school training and residency. Success was documented by increased awareness and proficiency in domain-relevant content, as well as specialty identification through practice exposure, research engagement, clinical acumen, and education-driven practice advancement. Early incorporation into mainstream medical education offers a tool to train next-generation healthcare providers equipped to adopt and deliver validated regenerative medicine solutions.
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Affiliation(s)
- Saranya P Wyles
- Department of Dermatology, Rochester, MN USA.,2Mayo Clinic Center for Regenerative Medicine, Rochester, MN USA
| | - Richard E Hayden
- 2Mayo Clinic Center for Regenerative Medicine, Rochester, MN USA.,Department of Otolaryngology, Phoenix, AZ USA
| | - Fredric B Meyer
- 4Mayo Clinic Alix School of Medicine, Rochester, MN USA.,Department of Neurologic Surgery, Rochester, MN USA
| | - Andre Terzic
- 2Mayo Clinic Center for Regenerative Medicine, Rochester, MN USA.,Department of Cardiovascular Medicine, Rochester, MN USA.,Department of Molecular Pharmacology and Experimental Therapeutics, Rochester, MN USA.,8Department of Clinical Genomics, Mayo Clinic, Rochester, MN USA
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Flack NAMS, Nicholson HD. What do medical students learn from dissection? ANATOMICAL SCIENCES EDUCATION 2018; 11:325-335. [PMID: 29205960 DOI: 10.1002/ase.1758] [Citation(s) in RCA: 80] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2017] [Revised: 11/06/2017] [Accepted: 11/16/2017] [Indexed: 06/07/2023]
Abstract
Dissection has long been the accepted method for teaching anatomy to medical students. More recently, some educators have suggested that easier, cheaper, alternative methods are just as effective. But what do the students think? This paper aimed to identify what undergraduate medical students learn, how they cope, and what effects participating in dissection has on them as individuals. A cohort of 267 second year medical students at Otago Medical School were invited to complete three online surveys; before their first dissection laboratory class, after their first musculoskeletal system dissection and following the last semester of studying anatomy. Open-ended questions showcasing the attitudes, beliefs, and opinions on what dissection had taught the medical students over years two and three were analyzed. A general inductive approach was used and common emergent themes were identified. In total, 194 students completed the second, and 108 students completed the third questionnaire. Students commonly conveyed dissection as an appropriate and valuable educational tool, useful for teaching and learning anatomical knowledge and relationships, appreciating the body in three-dimension, teamwork, and how to cope with death/dead bodies. The noted effects of personal growth while participating in dissection were highly varied, but in general, impacted positively on the majority of students. This study shows that at Otago Medical School the students also believe that dissection is not only a useful tool to learn anatomy but also that it fosters teamwork, assists professional development and helps them come to terms with death and dying. Anat Sci Educ 11: 325-335. © 2017 American Association of Anatomists.
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Affiliation(s)
- Natasha A M S Flack
- Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand
| | - Helen D Nicholson
- Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand
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Bochenska K, Milad MP, DeLancey JO, Lewicky-Gaupp C. Instructional Video and Medical Student Surgical Knot-Tying Proficiency: Randomized Controlled Trial. JMIR MEDICAL EDUCATION 2018; 4:e9. [PMID: 29650503 PMCID: PMC5920196 DOI: 10.2196/mededu.9068] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2017] [Revised: 01/11/2018] [Accepted: 01/17/2018] [Indexed: 05/25/2023]
Abstract
BACKGROUND Many senior medical students lack simple surgical and procedural skills such as knot tying. OBJECTIVE The aim of this study was to determine whether viewing a Web-based expert knot-tying training video, in addition to the standard third-year medical student curriculum, will result in more proficient surgical knot tying. METHODS At the start of their obstetrics and gynecology clerkship, 45 students were videotaped tying surgical knots for 2 minutes using a board model. Two blinded female pelvic medicine and reconstructive surgery physicians evaluated proficiency with a standard checklist (score range 0-16) and anchored scoring scale (range 0-20); higher numbers represent better skill. Students were then randomized to either (1) expert video (n=26) or (2) nonvideo (n=24) groups. The video group was provided unlimited access to an expert knot-tying instructional video. At the completion of the clerkship, students were again videotaped and evaluated. RESULTS At initial evaluation, preclerkship cumulative scores (range 0-36) on the standard checklist and anchored scale were not significantly different between the nonvideo and video groups (mean 20.3, SD 7.1 vs mean 20.2, SD 9.2, P=.90, respectively). Postclerkship scores improved in both the nonvideo and video groups (mean 28.4, SD 5.4, P<.001 and mean 28.7, SD 6.5, P=.004, respectively). Increased knot board practice was significantly correlated with higher postclerkship scores on the knot-tying task, but only in the video group (r=.47, P<.05). CONCLUSIONS The addition of a Web-based expert instructional video to a standard curriculum, coupled with knot board practice, appears to have a positive impact on medical student knot-tying proficiency.
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Affiliation(s)
- Katarzyna Bochenska
- Division of Female Pelvic Medicine and Reconstructive Surgery, Department of Obstetrics and Gynecology, Northwestern University Feinberg School of Medicine, Chicago, IL, United States
| | - Magdy P Milad
- Division of Minimally Invasive Gynecology, Department of Obstetrics and Gynecology, Northwestern University Feinberg School of Medicine, Chicago, IL, United States
| | - John Ol DeLancey
- Division of Female Pelvic Medicine and Reconstructive Surgery, Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, United States
| | - Christina Lewicky-Gaupp
- Division of Female Pelvic Medicine and Reconstructive Surgery, Department of Obstetrics and Gynecology, Northwestern University Feinberg School of Medicine, Chicago, IL, United States
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Fazel MT, Fazel M, Bedrossian NL, Picazo F, Pendergrass ML. A student-implemented elective to improve medical student confidence in providing diabetes self-management support. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2016; 7:567-570. [PMID: 27785118 PMCID: PMC5063630 DOI: 10.2147/amep.s113553] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
BACKGROUND The purpose of this study was to develop a preclerkship elective and assess its effectiveness in supplementing medical students' education. METHODS A group of medical students under the guidance of two faculty advisors developed an elective consisting of six sessions covering a variety of practical aspects of diabetes care/education taught by an interprofessional team. Following the course completion, a survey was emailed to the enrollees who attended at least one session. The results were analyzed using Wilcoxon signed-rank and descriptive analyses. RESULTS A total of 14 medical students were enrolled (nine first year and five second year). An average of 4.4 sessions/student was attended. Thirteen students attended at least one session and were surveyed. The survey response rate was ~62% (8/13). All eight students indicated that the course was valuable and would recommend it to their colleagues. A Wilcoxon signed-rank test revealed a statistically significant increase in students' confidence in all five areas assessed following participation in the course, P<0.05 with a large effect (r>0.5). CONCLUSION This study suggests the feasibility of developing disease state-specific preclerkship elective courses and that such courses can be beneficial in supplementing medical student education with practical knowledge.
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Affiliation(s)
- Maryam T Fazel
- Department of Pharmacy Practice and Science, University of Arizona College of Pharmacy
- Department of Medicine, University of Arizona College of Medicine -Tucson
| | | | | | | | - Merri L Pendergrass
- Department of Pharmacy Practice and Science, University of Arizona College of Pharmacy
- Department of Medicine-Division of Endocrinology, University of Arizona College of Medicine-Tucson, Arizona, USA
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Moxham BJ, Pais D. How optional should regional anatomy be in a medical course? An opinion piece. Clin Anat 2016; 29:702-10. [DOI: 10.1002/ca.22742] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2016] [Accepted: 06/12/2016] [Indexed: 11/08/2022]
Affiliation(s)
- Bernard J. Moxham
- Cardiff School of Biosciences; Cardiff University, Museum Avenue, Cardiff; CF10 3AX Wales United Kingdom
- Department of Anatomical Sciences, School of Medicine; St George's University; Grenada, West Indies
| | - Diogo Pais
- NOVA Medical School, NOVA University of Lisbon; Campo dos Martires da Patria 130 Lisboa 1169-056 Portugal
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A peer-designed selective in anesthesiology, critical care, and perioperative medicine for first- and second-year medical students. J Clin Anesth 2016; 31:175-81. [PMID: 27185704 DOI: 10.1016/j.jclinane.2016.02.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2015] [Revised: 01/27/2016] [Accepted: 02/12/2016] [Indexed: 11/24/2022]
Abstract
STUDY OBJECTIVE The objective of this study was to design and implement a preclinical elective (termed selective) in anesthesiology, critical care, and perioperative medicine and to report survey results assessing the impact of the selective on first- and second-year medical students' understanding of basic concepts, comfort with procedural skills, and interest in the specialty. DESIGN Preinvention and postintervention survey evaluation was used as the design of this study. SETTING The study was conducted at Mayo Medical School and Mayo Clinic. PARTICIPANTS The participants in this study are first- and second-year medical students. INTERVENTIONS A 1-week introductory anesthesiology curriculum was developed to include didactic sessions, shadowing experiences, lunch and dinner panels, mentorship and networking opportunities, and procedural workshops in airway management, ultrasound, and vascular access techniques. MEASUREMENTS Preselective and postselective surveys using a 10-point scale (1, strongly disagree; 10, strongly agree) were administered 1 week before and after the selective. MAIN RESULTS A total of 8 students participated in the selective, with a 100% survey response rate. Students reported significant increases for all survey questions regarding basic concepts and skills. The largest increases were reported in comfort with airway management skills, understanding of the perioperative surgical home model, and vascular access skills. All participants indicated a higher likelihood of pursuing anesthesiology as a career and attributed their increased interest in anesthesiology to the selective. CONCLUSIONS This new selective was successful in giving first- and second-year medical students a comprehensive overview of anesthesiology and increasing medical student interest in the specialty. The success of this selective leads to promising belief that similar peer-designed educational experiences can be developed at other medical schools to improve education and interest in this area of medicine.
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