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286 results for “Medical students”
Investigating the Effects of a Short Narratology Education Module on Empathy and Patient-centred Communication in Early-stage Medical Students.
ClinicalTrials.gov study NCT07084077. IPD Sharing: NO. Countries: 1. Publications: 1.
Increasing Reporting of Intimidation of Medical Students With Simulation
ClinicalTrials.gov study NCT03184142. IPD Sharing: NO. Countries: 1. Publications: 3.
Comparison of Three Modalities to Assess Clinical Competence of Medical Students
ClinicalTrials.gov study NCT03884114. IPD Sharing: YES. Countries: 1. Publications: 4.
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.
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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
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Data from: Medical school selection criteria as predictors of medical student empathy: a cross-sectional study of medical students, Ireland
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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
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Interprofessional education in geriatric medicine: towards best practice. A controlled before-after study of medical and nursing student attitudes
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The students' perception of educational environment at Sawai Man Singh Medical College in Jaipur, India
<p>We use the Dundee Ready Education Environment Measure (DREEM) in a cross-sectional design to assess the student’s perception of the educational environment in the undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) course at Sawai Man Singh Medical School in Jaipur, India in 2014. DREEM is a culturally-agnostic questionnaire of 50 items with each item scored on a five-point Likert scale. It measures perception of learning, perception of teachers, academic self-perception, perception of atmosphere, and social self-perception.</p>
Medical students Gazette database 2020
<p>Excel database of the University of Manchester Medical Students Gazette 1898-2009. Including various titles: <em>MRI Students Gazette</em>; <em>Manchester Medical Students Gazette; Manchester University Medical Students Gazette; Manchester Medical Gazette </em>and<em> Mediscope</em></p> <p>The database includes volume details, the title or topic of the articles, author, subject and brief information The database includes photographs, cartoons and illustrations.</p> <p>The <em>Gazettes</em> cover a wide range of medical topics, articles about medical students and medical education.</p> <p>To use: click onto any blank space and press 'Control F', 'find all', enter a search word or phrase, e,g, 'Stopford' or cardiology'.</p>
Development of a Feedback Evaluation Tool for the Assessment of Telerehabilitation as a Teaching-Learning Tool for Medical Students Dataset
<p>Acknowledging that telemedicine is a growing medium of instruction, it is important for their be specific tools to measure student outcomes. This study aims to create a feedback evaluation tool to aid students express their concerns on telerehabilitation as a method of instruction, as well as aid the educators in receiving specific points to improve upon.</p> <p>The file attached is the collected data for the research on the Development of a Feedback Evaluation Tool for the Assessment of Telerehabilitation as a Teaching-Learning Tool for Medical Students. It contains the processed data from the Data Collection Forms as well as the results of the processed interview.</p>
Practice of antibiotics use and awareness of antimicrobial resistance among undergraduate medical students
<p>Antibiotic resistance is one of the actual problems associated with the irrational use of antibiotics</p> <p>The aim of study is to investigate practice of antibiotics use and awareness of antimicrobial resistance among undergraduate medical students Siberian State Medical University (SSMU).</p> <p>Material and methods. A self-administered online questionnaire was used to assess the practice of antibiotic use and awareness of antimicrobial resistance among 5-6 year students of GP and pediatrician faculties of Siberian State Medical University.</p> <p>Results. 334 students took part in the survey. During the last year, 58.1% of respondents used antibacterial drugs. The leading reasons for the use of antibiotics were: angina - 47.3%, viral infection of upper airway- 24.4%, sinusitis and / or otitis - 20.2%, urinary tract infections - 18.3%, bronchitis - 11.5%, pneumonia - 8 %, acute intestinal infections - 5.7%. The most frequently used: amoxicillin / clavulanic acid -57.6%, amoxicillin - 29%, azithromycin - 19.4%, ciprofloxacin - 13.4%, cephalosporins of the 3rd generation - 8.1%, clarithromycin - 7.6%. Most of the students used antibiotics as prescribed by a doctor (58.8%) and adhered to the duration of treatment prescribed by the doctor. The vast majority of students (99.4%) are aware of the problem of antibiotic resistance and 95.8% consider this problem important for Russian medicine.</p> <p>Conclusions. Undergraduate students of the Siberian State Medical University demonstrated adherence to medical recommendations regarding the use of antibiotics and a high awareness of the problem of antibiotic resistance.</p>
Worried, weary and worn out: a mixed methods study of stress and wellbeing in final year medical students
<p><strong>Objectives</strong>: Although there is much focus on burnout and psychological distress amongst doctors, studies about stress and wellbeing in medical students are limited but could inform early intervention and prevention strategies.</p> <p><strong>Design</strong>: The primary aim of this mixed methods, cross-sectional survey was to compare objective and subjective levels of stress in Final Year Medical students (2017) and to explore their perspectives on the factors they considered relevant to their wellbeing.</p> <p><strong>Setting</strong>: University College Dublin, the largest University in Ireland.</p> <p><strong>Participants</strong>: 161 of 235 medical students participated in this study (response rate 69%).</p> <p><strong>Results</strong>: 65.2% of students scored over accepted norms for the Perceived Stress Scale (34.8% low; 55.9% moderate; 9.3% high). 35% scored low; 28.7% moderate and 36.3% high on the Subjective Stress Scale. Thematic Analysis identified worry about exams, relationships, concern about future, work-life balance and finance; 1 in 3 students reported worry, irritability and hostility; many felt worn out. Cognitive impacts included over-thinking, poor concentration, sense of failure, hopelessness and procrastination. Almost a third reported sleep and appetite disturbance, fatigue and weariness. A quarter reported a "positive reaction" to stress. Positive strategies to manage stress included connection and talking, exercise, non-study activity and meditation. Unhelpful strategies included isolation and substance use. No student reported using the college support services or sought professional help.</p> <p><strong>Conclusions</strong>: Medical students experience high levels of psychological distress, similar to their more senior doctor colleagues. They are disinclined to avail of traditional college help services. Toxic effects of stress may impact their cognition, learning, engagement and empathy and increase patient risk and adverse outcomes. The focus of wellbeing in doctors should be extended upstream and embedded in the curriculum where it could prevent future burnout, improve retention to the profession and deliver better outcomes for patients.</p>
Data from: Handover training for medical students – a controlled educational trial of a pilot curriculum
Background: Handovers are a critical point of patient care and a significant source of adverse events. The WHO patient safety curriculum provides some structure for handover teaching; in Europe, there is no standardized curriculum for undergraduate handover training. To address this, the Aachen Interdisciplinary Training Centre for Medical Education, developed and established a pilot curriculum for handover training in the context of the EU-funded PATIENT-project Objective: To develop and implement a handover curriculum for medical students and to assess its effect on students' awareness, confidence and knowledge regarding patient safety and handover in multiple settings. Methods: The pilot handover training curriculum was designed following Kern´s principles of curriculum development and was integrated into a curricular course led by departments for anesthesiology and intensive care (AI) at the University Hospital. A controlled educational research study was conducted with 4th year medical students (n=147) who either received the standard existing curriculum (no teaching of handover, n=78) or the pilot handover training (n=69). Paper-based questionnaires regarding attitude, confidence and knowledge towards handover and patient safety were used for pre- and post-assessment. The pilot curriculum consisted of 3 units (1-2 hours each) integrated into a 4-week course of AI. Multiple types of handover (end-of-shift, operating room/post anesthesia recovery unit/ICU, telephone, discharge) were addressed. Results: Students showed a significant increase in knowledge (p<0.01) and self-confidence for the use of standardized handover tools (p<0.01) and accurate handover performance (p<0.01) among the pilot group. Discussion/Conclusion: We developed and implemented a pilot curriculum for undergraduate handover training. Students displayed a significant increase in knowledge and self-confidence for the use of standardized handover tools and accurate handover performance. An evaluation of the curriculum by other faculties is needed. Further studies should evaluate whether the observed effect of a specific handover strategy is associated with a patient benefit.
Data from: Accuracy and readability of cardiovascular entries on Wikipedia: are they reliable learning resources for medical students?
Objective: To evaluate accuracy of content and readability level of English Wikipedia articles on cardiovascular diseases, using quality and readability tools. Methods: Wikipedia was searched on the 6 October 2013 for articles on cardiovascular diseases. Using a modified DISCERN (DISCERN is an instrument widely used in assessing online resources), articles were independently scored by three assessors. The readability was calculated using Flesch-Kincaid Grade Level. The inter-rater agreement between evaluators was calculated using the Fleiss κ scale. Results: This study was based on 47 English Wikipedia entries on cardiovascular diseases. The DISCERN scores had a median=33 (IQR=6). Four articles (8.5%) were of good quality (DISCERN score 40–50), 39 (83%) moderate (DISCERN 30–39) and 4 (8.5%) were poor (DISCERN 10–29). Although the entries covered the aetiology and the clinical picture, there were deficiencies in the pathophysiology of diseases, signs and symptoms, diagnostic approaches and treatment. The number of references varied from 1 to 127 references; 25.9±29.4 (mean±SD). Several problems were identified in the list of references and citations made in the articles. The readability of articles was 14.3±1.7 (mean±SD); consistent with the readability level for college students. In comparison, Harrison's Principles of Internal Medicine 18th edition had more tables, less references and no significant difference in number of graphs, images, illustrations or readability level. The overall agreement between the evaluators was good (Fleiss κ 0.718 (95% CI 0.57 to 0.83). Conclusions: The Wikipedia entries are not aimed at a medical audience and should not be used as a substitute to recommended medical resources. Course designers and students should be aware that Wikipedia entries on cardiovascular diseases lack accuracy, predominantly due to errors of omission. Further improvement of the Wikipedia content of cardiovascular entries would be needed before they could be considered a supplementary resource.
Data from: A qualitative study on the development and rectification of advanced medical students' misconceptions about the physiological electrocardiogram (ECG)
<p><strong>Purpose:</strong> The study takes a qualitative and explorative approach to capture the concepts that German medical students have of the physiological electrocardiogram (ECG) which they acquired during their preclinical training. These concepts are then considered for possible misconceptions. Afterwards a theory-based intervention which allows subjects to see the connection of the curve progression with the spatial spreading of excitation (animated vector loop) is put to the test.</p> <p><strong>Methods:</strong> In the course of a diagnosis of learning potentials, individual students participated in problem-centred, guided interviews. The developed intervention was tested in separately conducted teaching experiments using thinking aloud protocols. The data evaluation was done through qualitative content analysis. Based on the conceptual metaphor theory, conceptions and their underlying embodied cognition were analysed.</p> <p><strong>Results: </strong>One of the subjects' typical misinterpretations is taking the progression of the ECG tracing for a mere increase and decrease of the myocardium's electrical activity, rather than connecting it with its spatial and temporal aspects. The data evaluation has shown that the newly developed theory-based intervention can lead to re-learning. Reconstructed metaphorical concepts illustrate this process of understanding. It is exemplarily shown how, through the course of the interviews, students are enabled to appropriately explain ECGs as the two-dimensional representation of the spatial excitation propagation in the heart.</p> <p><strong>Conclusion: </strong>By capturing typical misconceptions of the physiological electrocardiogram and demonstrating interventions that support learning, the study provides a contribution to comprehensive learning which can be used in the basic education of medical students.</p>
Dataset for: Extent and types of gender-based discrimination against female medical students and physicians at five university hospitals in Germany – Results of an online survey
<p><strong><span>Objective</span></strong><span>: There is a gap in research on gender-based discrimination (GBD) in medical education and practice in Germany. This study therefore examines the extent and forms of GBD among female medical students and physicians in Germany. Causes, consequences and possible interventions of GBD are discussed.</span></p> <p><strong><span>Methods</span></strong><span>: Female medical students (n=235) and female physicians (n=157) from five university hospitals in northern Germany were asked about their personal experiences with GBD in an online survey on self-efficacy expectations and individual perceptions of the "glass ceiling effect" using an open-ended question regarding their own experiences with GBD. The answers were analyzed by content analysis using inductive category formation and relative category frequencies. </span></p> <p><strong><span>Results</span></strong><span>: From both interviewed groups, approximately 75% of each reported having experienced GBD. Their experiences fell into five main categories: sexual harassment with subcategories of verbal and physical, discrimination based on existing/possible motherhood with subcategories of structural and verbal, direct preference for men, direct neglect of women, and derogatory treatment based on gender.</span></p> <p class="MsoNoSpacing"><strong><span>Conclusion</span></strong><span>: The study contributes to filling the aforementioned research gap. At the hospitals studied, GBD is a common phenomenon among both female medical students and physicians, manifesting itself in multiple forms. Transferability of the results beyond the hospitals studied to all of Germany seems plausible. Much is known about the causes, consequences and effective countermeasures against GBD. Those responsible for training and employers in hospitals should fulfill their responsibility by implementing measures from the set of empirically evaluated interventions.</span></p>
FOREIGN EXPERIENCES OF TEACHING ANATOMY TO MEDICAL STUDENTS.
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Enhancing Physiology learning and practical experimentation with the combination of Task-Based Modul and PowerLab in Undergraduate Medical Students
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Medical students' quarter-life crisis
<p><strong>Objectives</strong>: This was the first study that explored factors associated with medical students' quarter-life crisis, the anxiety young might experience at the end of their studies and in the beginning of their career.</p> <p><strong>Methods: </strong>351 medical students (74.6% female, M: 23.79 years, SD: 1.53 years) filled the online questionnaire, that contained Quarter-life Crisis Questionnaire, International Personality Item Pool version of Big Five markers, and questions about different aspects of medical school. Independent t-test, Mann-Whitney U test and linear regression analysis was performed.</p> <p><strong>Results</strong>: Women reported higher quarter-life crisis. <em>Pre-medical school experiences</em>: Higher quarter-life crisis displayed among those students who did not apply to medical university right after high school. <em>Attitudes on medical school</em>: students who would have not applied to medical school again; would have not encouraged their children to apply to medical school; were uncertain to finish the university showed higher quarter life crisis. <em>Factors of academic achievement</em>: students who failed at least one term for academic reason; did not feel to get proper knowledge to accomplish a medical job; were not satisfied with their grades reported higher quarter life crisis. <em>Future plans</em>: Students who did not plan to work in a clinical field and patient care; wanted to work abroad in the future had higher quarter life crisis. <em>Personality traits</em>: Extraversion, conscientiousness were significant negative, neuroticism significant positive predictor of quarter life crisis.</p> <p><strong>Conclusion:</strong> The explored variables might be indicators of quarter-life crisis, and can be the basis of university counseling, when medical students' quarter-life crisis and emerging adulthood is in focus.</p>
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OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.