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286 results for “medical students”
The Effect of a Structured, Home-based Interview With a Patient on First-year Medical Students' Patient-centredness.
ClinicalTrials.gov study NCT03722810. IPD Sharing: YES. Countries: 1. Publications: 17.
Preparing Medical Students to Undertake a First Female Pelvic Exam.
ClinicalTrials.gov study NCT01101971. IPD Sharing: NO. Countries: 1. Publications: 4.
Can creative thinking predict academic success in medical education? Correlating Torrance Test of Creative Thinking scores and five-year GPAs of Japanese medical students
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Data for: Gender medicine teaching increases medical students' gender awareness: results of a quantitative online survey
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Impact of COVID-19 on the awareness and interest in infectious disease specialization among Japanese medical students
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17th International Ain Shams Medical Student's Congress, 2009, Cairo, Egypt
<p><strong>Ammar</strong> <strong>Anwer</strong> (<em>sitting first on Left) </em>who was a 3rd Year Medical Student MBBS at that time, represented his alma, Shaikh Zayed Medical College Rahim Yar Khan and <a href="https://www.researchgate.net/publication/334593660_Jervell_and_Lange-Nielsen_syndrome_in_Deaf_School_children_of_Rahim_Yar_Khan?_sg=_-pIl9QaYMXLh-WNkDAl1LrqBZrY3m147sxiF3tCqQIPdnjll2umYHakuW2Om28GXofWL-So8x_iBZ7hwys9InG0tqaTMbm8KuiF68hD.o-jwxN5iFQjHc3u5AYT2GzGxoNBqQ8aGNRHrPni_imcxUBpiaPP34wKoctOHeE3VQqIaWm0A1V2otV_fYS1iEQ">presented</a> his original research titled "<a href="https://www.researchgate.net/publication/216455434_JERVELL_AND_LANGE-NIELSEN_SYNDROME_PREVALENCE_IN_DEAF_CHILDREN_AND_ITS_SIGNIFICANCE_IN_RELATION_TO_COUSIN_MARRIAGES">Jervell</a> and Lange-Nielsen Syndrome Prevalence in deaf children and its significance in relation to cousin marriages" in 17th International Ain Shams Medical Student's Congress, held in February 2009 in Cairo Egypt. </p>
Analysis of factors influencing the network teaching effect of college students in a medical school during the COVID-19 epidemic
<p><strong>Analysis of factors influencing the network teaching effect of college students in a medical school during the COVID-19 epidemic</strong></p>
Data from: What influence do courses at medical school and personal experience have on interest in practicing family medicine? – results of a student survey in Hessia
Aim: Against the background of an impending shortage of family practitioners, it is important to investigate the factors influencing the choice to become one. The aim of this study was to identify factors that encourage medical students to choose to practice family medicine. Method: Using a questionnaire, students in the fourth and fifth years of their studies in the Federal State of Hesse were asked about the factors that had influenced their choice of medical specialty and their experience of courses in family medicine. Predictors of an interest in practicing family medicine were calculated using multiple logistic regression. Results: 361 questionnaires were returned, representing a response rate of 70.9%. Confirmation of personal strengths, an interest in the field, and practical experience of the subject generally turned out to be important factors influencing the choice of medical specialty. 49.3% of students expressed an interest in practicing family medicine. A link existed between an interest in working as a family doctor and the opportunity to take over an existing practice, experience of medicine in rural areas, and an appreciation of the conditions of work. With regard to education at medical school, positive experiences during a clinical traineeship in family medicine and positive role models among teachers of general practice were identified as predictors. Conclusion: Almost half the medical students were open to the idea of practicing family medicine. Experience of medicine in rural areas and positive experiences of courses in general practice were linked to an increased interest in working as a family doctor. To promote this interest, it may be a promising approach to increase opportunities to collect experience of medicine in rural areas, and to encourage highly motivated teaching practices.
Interprofessional education in geriatric medicine: towards best practice. A controlled before-after study of medical and nursing student attitudes
<p>Objectives To investigate nursing and medical students' readiness for interprofessional learning before and after implementing geriatric Interprofessional education (IPE), based on interactive case scenarios Problem Based Learning (PBL). To determine optimal number of geriatric IPE sessions, the size and the ratio of participants in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students' concerns about joint learning, perception of roles of the "other" profession and students choice of topic.</p> <p>The strength:</p> <p>• This is a novel evidence regarding good practice for geriatric undergraduate Interprofessional education derived from a large unselected (inclusive) cohort of medical and nursing students</p> <p>• A controlled before-after study, with students randomly assigned to the intervention and control groups</p> <p>The limitations:</p> <p>• The overall number of nursing students was smaller, so the control group consisted of only medical students</p> <p>• The nursing students had more clinical experience than the medical students at the time of the geriatric IPE</p> <p>• Not all students returned the feedback forms, complaining that completing both questionnaires was time-consuming</p>
Data from: Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis.
Objectives It remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence amongst medical students and residents. Design This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data sources Electronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes of articles identified by the search. Eligibility criteria Studies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents. Data extraction and synthesis Two reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis. Results In all studies, CAI was compared to face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, sub-analyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence. Conclusion CAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning. PROSPERO registration number CRD42017067054
Data from: Medical school selection criteria as predictors of medical student empathy: a cross-sectional study of medical students, Ireland
Objectives: To determine whether performance in any of the HPAT sections, most specifically the interpersonal understanding section, correlates with self-reported empathy levels in medical students. Setting: The study was conducted in University College Cork, Ireland. Participants: 290 students participated in the study. Matching HPAT scores were available for 263 students. All male and female undergraduate students were invited to participate. Post graduate and international students were excluded. Primary and secondary outcome measures: HPAT-Ireland and JSPE scores were compared including subsection analysis. Comparisons were made between groups such as gender and year of programme. Results : A total of 290 students participated. Males scored significantly higher than females for total HPAT-Ireland [U = 7329, z = -2.04, p < 0.05], HPAT-Ireland Section 1 [U = 5382, z = -5.21, p < 0.0001], and Section 3 scores [U = 6833, z = -2.85, p < 0.01]. In contrast, females scored significantly higher than males on HPAT-Ireland Section 2 [U = 5844, z = -4.46, p < 0.0001]. Females demonstrated significantly higher total JSPE scores relative to males [mean score ± SEM: 113.33 ± 1.05 vs 109.21 ± 0.95; U = 8450, z = -2.83, p < 0.01]. No significant association was observed between JSPE scores and any of the HPAT-Ireland measures [all p > 0.05]. There was no effect of programme year on JSPE scores [all p >0.05]. Conclusion : The introduction of the HPAT–Ireland test was partly designed to identify students with strong interpersonal skills. A significant finding of this study is that JSPE values did not correlate with HPAT-Ireland scores. This study suggests no clear link between scores on a selection test, the HPAT-Ireland, which is designed to assess several skill domains including interpersonal skills, and scores on a psychometric measure of empathy, at any point during medical education.
Impact of Motivation, Learning Strategy and Intelligence Quotient on Medical Students Grades during first semester
<p>Rekapitulasi data MSLQ dan IQ </p>
Data from: The Effect of Watching Lecture Videos at 2x Speed on Memory Retention Performance of Medical Students: An Experimental Study
<p><strong>The study is accesible from here: </strong><a href="https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2189537">https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2189537</a><br> <br> <strong>Dataset Info</strong></p> <p># The first row of the dataset identifies the columns.<br> # The first column represents the participant ids.<br> # The second column represents the participants' universities (1 to 9 represent nine universities).<br> # The third column represents the years of participants in their six-year-long medical schools (1: Year-1 students, 2: Year-2 students).<br> # The fourth column represents the genders of participants (1: Female, 2: Male).<br> # The fifth column represents the speed that participants watched the video at (1: 1x Speed, 2: 2x Speed).<br> # The sixth to the twenty fifth columns (i_q1 to i_q20) represent the scores in the first to twentieth questions in the Immediate test, respectively (0: False, 1: True).<br> # The twenty sixth column (i_totalscore) represents the total score in the Immediate test.<br> # The twenty seventh to fourty sixth columns (d_q1 to d_q20) represent the scores in the first to twentieth questions in the Delayed test, respectively (0: False, 1: True).<br> # The fourty seventh column (d_totalscore) represents the total score in the Delayed test.</p>
The Opposite Interaction Between Academic Achievement and Self-Regulated Learning on Critical Thinking in Undergraduate Medical Students
<p>This is a single center survey of critical thinking disposition in undergraduate medical students. The survey was performed in three different batches in that school.</p>
Student engagement in a flipped undergraduate medical classroom to measure optimal video-based lecture length
<p><strong><span>Purpose</span></strong><span>: </span><span>to determine the optimal length of video-based lectures for undergraduate medical students in a flipped classroom environment, considering not only audience retention (AR) but also other complementary aspects. </span></p> <p><strong><span>Methods:</span></strong><span><span> a</span></span><span> total of 173 videos<span> </span>were used<span> </span>across three consecutive courses. The outcome variables included the percentage of video viewing, viewing index, AR percentage, early dropout percentage, percentage of students who did not access the clip, and percentage of students answering the questions embedded in the clips. Information was obtained from the own platform at the end of each course. All the outcome variables were considered a function of the video length over or under different cut-off points.<span> </span></span></p>
Psychometric properties of the World Health Organization's Quality of Life (WHOQOL-BREF) questionnaire in Serbian medical students
<p><strong>Psychometric properties of the World Health Organization's Quality of Life (WHOQOL-BREF) questionnaire in Serbian medical students </strong></p>
Dataset for the paper "Social support and avoidance explain positive and negative effects of emotion recognition ability on well-being in medical students"
<p>Full reference of the paprer TBD</p>
Evaluating the educational effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular physical examination in third-year medical students: A randomized, controlled trial
<p class="AbstractCxSpFirst"><span><span><span><span><span><span><span><span><span><span><span><b>Background:</b> Previous research suggests that cardiac examination skills in undergraduate medical students frequently need improvement. There are different ways to enhance physical examination (PE) skills such as simulator-based training or peer-assisted learning (PAL). </span></span></span></span></span></span></span></span></span></span></span></p> <p class="AbstractCxSpMiddle"><span><span><span><span><span><span><span><span><span><span><span><b>Aim:</b> The aim of this study was to evaluate the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular PE.</span></span></span></span></span></span></span></span></span></span></span></p> <p class="AbstractCxSpMiddle"><span><span><span><span><span><span><span><span><span><span><span><b>Methods:</b> Participants were third-year medical students at Leipzig University Faculty of Medicine. Students were randomly assigned to an intervention group (IG) and a control group (CG). In addition to standard curricular training, IG received a peer-led, simulator-based training in cardiac PE. Participant performance in cardiac PE was assessed using a standardized checklist with a maximum of 25 points. Primary outcome was assessed via checklist point distribution.</span></span></span></span></span></span></span></span></span></span></span></p> <p class="AbstractCxSpMiddle"><span><span><span><span><span><span><span><span><span><span><span><b>Results:</b> 89 students were randomised to either CG (<i>n</i> = 43) or IG (<i>n</i> = 46) with 70 completing the study. Overall, IG students performed significantly better than CG students did (max. points: 25, IG M ± SD in IG was 17 ± 3, in CG 12 ± 4, p < .0001). Simple mistakes such as not using the stethoscope correctly were more frequent in CG students. Prior experience did not lead to a significant difference in performance. </span></span></span></span></span></span></span></span></span></span></span></p> <p class="Abstract"><span><span><span><span><span><span><span><span><span><span><span><b>Conclusions:</b> Structured, peer-led and simulator-assisted teaching sessions improve cardiac PE skills in this setting compared to control students that did not receive this training.</span></span></span></span></span></span></span></span></span></span></span></p>
Effectiveness of Using 2D Atlas and 3D PDF as a Teaching Tool in Anatomy Lectures in Initial Learner Medical Students: A Randomized Controlled Trial
<p><strong>Dataset Info</strong></p> <p><strong>1) Immediate Test</strong></p> <p># The first row of the dataset identifies the columns.<br> # The first column represents the participant ids.<br> # The second column represents the participants' assigned group.<br> # The third column represents represents the genders of participants (1: Female, 2: Male)<br> # The fourth column represents the years of participants' in their six-year-long medical schools (1: Year-1 students, 2: Year-2 students).<br> # The fifth column represents participants' repeating year status. (0: No, 1: Yes)<br> # The sixth to the fifteenth columns (liver_q1_max2points to liver_q10_max2points) represent the scores in the first to tenth questions of the liver test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The sixteenth column (livertotalscore_max20points) represents the total score in the liver test.<br> # The seventeenth to the thirty fifth columns (genitalia_q1_max3points to genitalia_q19_max2points) represent the scores in the first to nineteenth questions of the genitalia test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The thirty sixth column (genitaliatotalscore_max40points) represents the total score in the genitalia test.</p> <p> </p> <p><strong>2) Delayed Test</strong></p> <p># The first row of the dataset identifies the columns.<br> # The first column represents the participant ids.<br> # The second column represents the participants' assigned group.<br> # The third column represents represents the genders of participants (1: Female, 2: Male)<br> # The fourth column represents the years of participants' in their six-year-long medical schools (1: Year-1 students, 2: Year-2 students).<br> # The fifth column represents participants' repeating year status. (0: No, 1: Yes)<br> # The sixth to the fifteenth columns (liver_q1_max2points to liver_q10_max2points) represent the scores in the first to tenth questions of the liver test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The sixteenth column (livertotalscore_max20points) represents the total score in the liver test.<br> # The seventeenth to the thirty fifth columns (genitalia_q1_max3points to genitalia_q19_max2points) represent the scores in the first to nineteenth questions of the genitalia test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The thirty sixth column (genitaliatotalscore_max40points) represents the total score in the genitalia test.</p>
Components related to ethical decision making in medical science students: A structural equation model
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