7,742 results
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52. The HIV Epidemic and Medical Education. A Report of the AAMC Committee on AIDS and the Academic Medical Center.
- Author
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Association of American Medical Colleges, Washington, DC.
- Abstract
This report examines the implications of the HIV (human immunodeficiency virus) epidemic for general professional education in medicine with a focus on the period of medical student education and the early years of residency training. Five sections are as follows: impact of the HIV epidemic on medical practice; issues for general professional education in medicine (basic values and attitudes, basic knowledge and skills, and HIV/AIDS knowledge and skills); resources needed for effective HIV/AIDS education (clinical and community resources and faculty resources); special issues (HIV/AIDS and the attractiveness of medicine as a profession, HIV/AIDS and the choice of specialty and residency program, and educational imbalances in clerkship and residency programs); and role of the Association of American Medical Colleges (AAMC). An appendix provides the AAMC statement on professional responsibility in treating AIDS patients, approved and endorsed by the AAMC Executive Council, February 25, 1988. (SM)
- Published
- 1989
53. The Ball Papers: A Pattern of Life in the Low Country, 1800-1825
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Davis, Richard Beale
- Published
- 1964
54. A Discussion On The Teaching Of Materia Medica And Pharmacology. Opening Papers
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Halsey, J. T., McCrae, Thomas, Marshall, C. R., Bradbury, J. B., and Wild, Robert B.
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- 1906
55. Discussion On Preliminary Scientific Education In The Medical Curriculum. Opening Papers
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Hickson, Sydney J., Keith, Arthur, Rutherford, E., Smith, J. Lorrain, and Smithells, Arthur
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- 1920
56. Extracts from the Papers of the Late Dr. Patrick McCartan
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- 1963
57. ABSTRACTS OF PAPERS
- Published
- 1942
58. Letter to the Editor (September 10, 2021) concerning the paper 'Availability of psychological support for medical students in Poland'
- Author
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Amy de Wolf, Wiktoria Milczynska, and Akhil Mohindra
- Subjects
Counseling ,Medical education ,Letter to the editor ,Students, Medical ,Public Health, Environmental and Occupational Health ,medical students ,General Medicine ,support systems ,Anxiety ,Mental health ,stress ,Psychological support ,Humans ,Medicine ,Support system ,Poland ,Psychology ,medical education ,mental health ,psychological support - Published
- 2021
59. Using a Translanguaging Approach in Teaching Paraphrasing to Enhance Reading Comprehension in First-Year Students
- Author
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Hungwe, Vimbai
- Abstract
Background: The teaching of reading strategies that enhance comprehension is a priority for many practising lecturers involved in academic literacy programmes. However, due to the unprepared nature of a large section of students entering the Higher Education system, a number of students have been found to lack basic literacy skills such as reading for comprehension. A plethora of studies has been conducted locally and internationally with the aim of finding solutions to help students who struggle with text comprehension, especially at university level. Objectives: The purpose of this research is to show how paraphrasing as a strategy can be combined with a translingual approach to instruct students explicitly on how to read and comprehend texts. Method: Using a group of first-year multilingual medical students, this research included translanguaging as an additional component to the use of paraphrasing as a reading comprehension strategy. Results: The paper provides insight into how translanguaging can be used to assist multilingual students to understand texts through paraphrasing. Drawing empirical data from classroom activities, this paper shows how lecturers can help students to use translanguaging and paraphrasing as metacognitive strategies to help improve their comprehension of texts. Conclusion: Finally, the importance of allowing students to utilise their multilingual repertoires is emphasised and reiterated, through translanguaging, in order to enhance learning.
- Published
- 2019
60. ICRE Top Research Papers.
- Subjects
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TRAINING of surgeons , *ROLE models , *MEDICAL students , *MEDICAL care , *CONTINUING medical education , *TRAINING of medical residents , *STETHOSCOPES - Published
- 2020
- Full Text
- View/download PDF
61. Framework for development of urgent care services towards strengthening primary healthcare in India – Joint position paper by the Academy of Family Physician of India and the Academic College of Emergency Experts.
- Author
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Roy, Pritam, Kumar, Raman, Aggarwal, Praveen, Vhora, Rajeshwari, Gupta, Manish, Boobna, Vandana, Gupta, Ramkumar, and Kumar, Sukrit
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OUTPATIENT medical care , *MEDICAL students , *PHYSICIANS , *GENERAL practitioners , *MEDICAL care - Abstract
Urgent care practice (UCP) is a novel concept for India. Urgent care primarily deals with injuries or illnesses requiring immediate care. Medical emergency and urgency can happen anywhere unannounced. Research has shown that 90% of the morbidities can be resolved within the community by primary care physicians lead teams. Given the changing professional demands, non-specialists tend to refer away far too many cases to specialists, undermining generalist medical care, particularly in Indian settings. The spillover of the patient load from the primary care setting to the tertiary care centers is enormous leading to resource mismatch. Family physicians and other primary care providers are best positioned to develop practices and provide good quality urgent care to society. Family physicians, general practitioners, and medical officers are already functioning as the frontline care providers for any emergency or medical urgency arising within communities. Urgent care is essentially ambulatory care or outpatient care outside of a traditional hospital emergency room. "UCP aims to provide timely support, which is easily accessible with a focus on good clinical outcomes, e.g. survival, recovery, lack of adverse events, and complications. Core interventions of urgent care are centered on the 4Rs - Rescue, Resuscitate, Relate, and Refer. At present, there are no available, established training model for future faculty, residents, and medical students on "UCP" in India. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
62. TEAM DELEVINGNE; An It girl, an actor, a medical student: on paper, these three famous sisters seem poles apart. But not even a difficult childhood, global fame or intense media scrutiny could break their close bond. Bethan Holt meets them as they prepare to go into business together
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Medical students ,Actors ,General interest - Abstract
It's a balmy Friday evening in a hotel suite in Notting Hill, and I feel like I have gatecrashed one of the regular Zooms that Chloe, Poppy and Cara Delevingne [...]
- Published
- 2020
63. The impact of Anatomage table on writing of medical students' case reports: A comparative study.
- Author
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Kldiashvili, Ekaterina, Al‐Rustum, Saif, Denekens, Josette, and van Rossum, Herman
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MEDICAL students ,MEDICAL writing ,TECHNOLOGY education ,EDUCATIONAL outcomes ,ACADEMIC achievement ,SIMULATED patients - Abstract
Background and Aims: Academic performance is essential in medical education, yet comprehensive training programs addressing this need are lacking. Simulation‐based learning has emerged as a valuable tool for developing clinical skills, with the Anatomage table offering a virtual platform to enhance learning experiences. This study aimed to assess the impact of utilizing the Anatomage table on the academic performance and similarity of case reports among seventh‐semester medical students. Methods: A total of 68 students participated, with 25 using paper‐based medical history and 43 using the Anatomage table. Descriptive statistics and Turnitin were employed for data analysis. Results: Students using the Anatomage table exhibited higher academic performance and lower similarity percentages compared to those using paper‐based medical history. Conclusion: These findings highlight the benefits of integrating advanced technology into medical education to enhance learning outcomes and prepare students for clinical practice. Further investigation is required to improve the effectiveness of simulation‐based learning in enhancing academic performance of medical students. Practice Points: The usage of Anatomage table can provide a more individualized and interactive approach in writing of case reports. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
64. Assessing the Impact of Computer-Based Formative Evaluations in a Course of English as a Foreign Language for Undergraduate Kinesiology Students in Chile
- Author
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Lazzeri, Santos, Cabezas, Ximena, Ojeda, Luis, and Leiva, Francisca
- Abstract
This study assesses the impact of computer-based formative evaluations in an undergraduate English course for second semester kinesiology students at the Universidad Austral de Chile-Valdivia (UACh). The target of the course is to improve the students' online reading comprehension skills in their field. A preliminary study was carried out in order to select the platform to implement the formative evaluations. Two platforms were available: a Dokeos-based system (Dokeos, 2015), and Questionmark Perception (Questionmark-Corporation, 2015). We performed a technical review of both platforms and an empirical test in a pilot group where students' preferences were analyzed. Perception was selected since it proved to be the best choice in terms of functionality and ease of use. The target kinesiology group was divided into two subgroups, G1, and G2, of the same size and similar composition in terms of gender. Each group had the opportunity to use the computer-based formative evaluations for one half of the semester, while the other group took traditional classroom lessons in the corresponding period of time. Most students using the computer-based approach had better performance than their counterparts in the actual exam, which was taken in a paper and pencil format. [For full proceedings, see ED564162.]
- Published
- 2015
65. A scoping review of the ethical impacts of international medical electives on local students and patient care.
- Author
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Chmura, Magdalena and Nagraj, Shobhana
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MIDDLE-income countries ,MEDICAL students ,STUDENT attitudes ,PATIENT care ,MEDICAL care ,MEDICAL literature - Abstract
Background: International electives are often considered a valuable learning opportunity for medical students. Yet, as travelling to lower and middle income countries (LMICs) becomes more common, ethical considerations of such practices emerge. We conducted a scoping review to assess the extent to which five ethical themes were addressed in existing literature about electives, with the aim of investigating the ethical impacts of medical student electives on local resources, patients and clinicians in LMICs. Methods: We systematically searched PubMed, Global Health and Embase databases using the search terms "(ethics) AND (medical electives)". Thematic content analysis was undertaken using a combination of deductive and inductive themes. The deductive themes included: exceeding clinical competence, use of limited local resources, respect for patients and local culture, collaboration with local community/colleagues, and one-sided benefits in partnership. In addition, we also allowed for emerging themes within the data, and conducted a narrative synthesis of the results. Results: A total of 37 papers discussed ethical issues relating to medical student international electives to LMICs. More publications were written from the medical student perspective (n = 14), than by the host-institution (n = 5), with nearly half written from third-party perspectives (n = 18). Negative impacts on local host students and impact upon patient care were identified as additional ethical considerations. Conclusions: Our review demonstrated that while there is a degree of awareness in the existing literature of the potential negative impacts of medical electives to local LMIC students' access to medical education and patient care, continued work is needed to ensure equitable partnerships. We recommend that these ethical themes should be further explored in pre-departure elective teaching courses and post-elective debriefs to increase medical students' awareness of the impact of their presence on host communities. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
66. The Use of a 12-Lead Electrocardiogram (ECG) Laboratory Exercise for First Year Medical Student Learning
- Author
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Benmerzouga, Imaan
- Abstract
The normal 12-lead electrocardiogram (ECG) captures fundamental concepts covered in the principles of cardiac electrophysiology. First year osteopathic medical students recorded their own 12-lead ECG tracings in a laboratory session that also included completing a guided worksheet where they interpreted their 12-lead ECG results. Student feedback was solicited at the end of the course and the ECG lab exercise received positive feedback across several academic years. The data suggest that the student hands on-experience of personal ECG recording and interpretation is a positive experience that may supplement first year medical student teaching and learning of cardiac electrophysiology. This paper summarizes the approach and teaching points that can be modified to fit various curricula.
- Published
- 2022
67. An Introductory Framework of Problem-Based Learning (PBL) and Perspectives on Enhancing Facilitation Approaches
- Author
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Prasad, Samiksha and O'Malley, Chasity B.
- Abstract
Problem-based learning (PBL) is a type of active learning modality involving a student-centered approach that encompasses small group settings in order to promote learning via critical thinking and discussion as opposed to via direct presentation of facts and concepts. Through PBL, students engage actively in their learning. Facilitated PBL sessions put an emphasis on active learning by students as they explore their knowledge and understanding of medically related concepts as well as their own attitudes and values. This paper provides an introduction to the PBL modality and tips for developing a facilitation approach. Also included are examples of formative and summative feedback and implementation strategies that can be used by PBL facilitators. An example of a training exercise for PBL facilitation feedback is also presented.
- Published
- 2022
68. Developing Plagiarism Policies in EFL Contexts: A Saudi Arabian Focus
- Author
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Jenkins, Sulaiman
- Abstract
This commentary responds to the approach used in establishing a plagiarism policy for preparatory year students at a medical university in Saudi Arabia. While appropriating others' ideas and passing them off as one's own is considered unethical in Western academia, the concept of textual ownership varies from culture to culture. Thus, this paper investigates the pedagogical and academic currency of establishing plagiarism policies in English as a foreign language (EFL) contexts (and Saudi Arabia specifically) without accounting for the role local writing traditions and culture play in academia. Whereas much previous literature has examined plagiarism policies situated in English as a second language (ESL) contexts, this paper examines challenges that may be particular to EFL contexts and lays out a framework for establishing plagiarism policies therein.
- Published
- 2018
69. The Ethics of Outsourcing: Contract Cheating in Medicine and Health Sciences
- Author
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Eaton, Sarah Elaine
- Abstract
The use of essay mills and other online sites to buy academic work is a global industry estimated to be in the hundreds of millions of dollars. The practice is known as "contract cheating" (Clarke & Lancaster, 2006), and it occurs when a student engages with a third party to complete academic work on their behalf. Canada lags behind other nations in terms of research and awareness about what contract cheating is, how extensive the industry is and the implications for students, institutions and society, but we are beginning to make advances in scholarship, awareness and advocacy. In this presentation, I synthesize available evidence about contract cheating, highlighting what is known about this form of misconduct in medicine and health sciences.
- Published
- 2018
70. Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture
- Author
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MacLeod, Anna, Cameron, Paula, Kits, Olga, and Fournier, Cathy
- Abstract
Current research on telepresence tends to engage a celebratory, taken-for-granted view of technology as a vehicle for improved communication and a mere backdrop against which communication unfolds. However, a growing body of literature interrogates the neutrality of technological environments in education. This paper considers the practice of lectures within distributed (multi-campus) medical education. Applying a sociomaterial theoretical lens, we analyze ethnographic data from a three-year study focused on the use of telepresence technology in the undergraduate medical program at Dalhousie University in Nova Scotia, Canada. Our research question was: How are material telepresence tools, processes and spaces enmeshed with student learning in the distributed lecture? We identified three sociomaterial complexities related to the practice of asking questions in this context: 1. Material presence and process of the button and screen in asking questions; 2. The ways in-class questions disrupt the flow of the distributed lecture; and 3. Tensions between ways in which questions are managed across sites. Attending to the seam between the social and material in the distributed lecture illuminates the challenges, barriers, and opportunities for student participation while unearthing innovative learning strategies. [For the complete proceedings, see ED579395.]
- Published
- 2017
71. The Efficacy of Digital Case Scenario Versus Paper Case Scenario On Clinical Reasoning in Problem-Based Learning: A Systematic Review and Meta-Analysis.
- Author
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Gavgani, Vahideh Zarea, Hazrati, Hakimeh, and Ghojazadeh, Morteza
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CINAHL database , *DATABASES , *LEARNING , *MEDICAL students , *MEDICAL technology , *META-analysis , *DECISION making in clinical medicine , *DATA analysis , *RANDOMIZED controlled trials , *ACQUISITION of data ,STUDY & teaching of medicine - Abstract
Introduction: In medical and clinical education, creating critical thinking and promoting clinical reasoning abilities are the highest aims and results of education. The main aim of this study was to assess the efficacy of digital case scenarios versus print/paper case scenarios on clinical reasoning in problem-based learning (PBL). If a study used the multimedia scenario case interventions, video case scenarios and online-guided scenarios as digital case PBL, we would consider it eligible. Methods: The study was a systematic review and meta-analysis. A comprehensive search for all randomized controlled trials, systematic reviews and meta-analyses for digital case scenarios versus paper case scenarios in PBL were conducted using Medline (Ovid), Scopus, ISI Web of Science and CINAHL. Google Scholar was used to follow the bibliographies of the related papers to create an exhaustive data set. Search results were limited to the years 2003-2013. Results: Our searches yielded 65 hits. After initial screenings of the titles and abstracts, we assessed the full texts of studies. Five eligible studies with 222 students were included in the meta-analysis. The meta-analysis showed that both of the digital and paper-based scenarios have similar impacts on clinical reasoning. But the review of papers showed that 73% of students are more satisfied with digital scenarios in comparison with paper-based scenarios and found that digital scenarios are 90% more time saving than paper-based scenarios. Conclusion: According to the results of meta-analysis, efficacy of digital-based scenarios is similar to the efficacy of paper-based scenarios while simultaneously creating more satisfaction and saving the time of students and teachers; therefore, it is suggested that electronic PBL be used rather than paper-based in all levels of medical education. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
72. Teaching Scientific English to Medical Students at University: The Assessment of Speaking and Writing Skills
- Author
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Giordano, Giuseppe
- Abstract
Scientific English is a section of academic English which refers to the study of scientific subjects like biology and chemistry rather than humanistic subjects such as history and literature. The teaching of Scientific English can be a demanding task for language teachers since it concerns not only the common instruction of linguistic aspects of the language but also imparting the knowledge of a specific scientific topic. The aim of this paper is to discuss a personal experience about the teaching of Scientific English in an Italian academic context and the assessment of productive skills, writing and speaking. The discussion concerns the activities that are suggested to the students to improve their abilities to speak and write in English at an academic level. The learners' task was basically to prepare an oral presentation and to write an abstract on a topic of their interest. The stimulation of personal interest was essential to increase motivation and participation to the activities since this training may undoubtedly have a practical use in academic and professional contexts. Specifically, the learners consisted of a group of medical students attending a post-graduate school whereas the teacher was an English instructor with a long experience of language teaching at university as well as a medical doctor, thus assuming the double role of linguistic and science expert. In the end, the learning experience was positive, stimulating, and constructive for the improvement of both language productive skills.
- Published
- 2021
73. Cultural Competence and Global Health: Perspectives for Medical Education - Position paper of the GMA Committee on Cultural Competence and Global Health.
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Mews, Claudia, Schuster, Sylvie, Vajda, Christian, Lindtner-Rudolph, Heide, Schmidt, Luise E., Bösner, Stefan, Güzelsoy, Leyla, Kressing, Frank, Hallal, Houda, Peters, Tim, Gestmann, Margarita, Hempel, Linn, Grützmann, Tatjana, Sievers, Erika, and Knipper, Michael
- Subjects
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MEDICAL education , *MEDICAL students , *CULTURAL competence , *HEALTH , *COLLEGE curriculum - Abstract
Introduction: Routine medical care in Germany, Austria and Switzerland is being increasingly impacted by the cultural and linguistic diversity of an ever more complex world. Both at home and as part of international student exchanges, medical students are confronted with different ways of thinking and acting in relation to health and disease. Despite an increasing number of courses on cultural competence and global health at German-speaking medical schools, systematic approaches are lacking on how to integrate this topic into medical curricula. Methodological approach: This paper is based on a structured consensus-building process by a multidisciplinary committee composed of faculty and students. In a first step, a qualitative online survey was carried out in orderto establish an inventory of definitions and concepts. After the second step, in which a literature search was conducted and definitions of global health and transcultural and intercultural competence were clarified, recommendations were formulated regarding content, teaching and institutional infrastructure. Based on small-group work and large-group discussions, different perspectives and critical issues were compiled using multiple feedback loops that served to ensure quality. Results: An inventory on the national and international level showed that great heterogeneity exists in regard to definitions, teaching strategies, teaching formats and faculty qualification. Definitions and central aspects considered essential to medical education were thus established for the use of the terms "cultural competence" and "global health". Recommendations are given for implementation, ranging from practical realization to qualification of teachingstaff and education research. Outlook: High-quality healthcare as a goal calls for the systematic internationalization of undergraduate medical education. In addition to offering specific courses on cultural competence and global health, synergies would be created through the integration of cultural competence and global health content into the curricula of already existing subject areas. The NKLM (the national competence-based catalogue of learning objectives for undergraduate medical education) would serve as a basis for this. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
74. Research Paper: Comparing the Frequency of Self- Medication Among Physical Therapy Students of Major Private Colleges of Karachi, Pakistan.
- Author
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Sumble, Sanish, Bhutto, Mazhar Ali, Khan, Muhammad Sarfraz, Sumble, Hina, Abdul Rehman Sher Muhammad, and Abdullah, Arsalan
- Subjects
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UNDERGRADUATES , *SELF medication , *PHYSICAL therapy , *MEDICAL students - Abstract
Introduction: Taking medication without a doctor's prescription is not always harmful and may reduce the cost and save the time. In Pakistan, homemade remedies and spiritual faith are the first line of treatment of minor illnesses. This study was carried on undergraduate Physical Therapy students of Karachi, Pakistan. Materials and Methods: Was a cross-sectional study, conducted on 250 undergraduate Physical Therapy students from major private and semiprivate colleges of Karachi, Pakistan. The participants were chosen by simple random sampling method. The research was done using 95% confidence interval. Results: Our result shows that medication use without doctor's advice is a frequent practice among the undergraduate Physical Therapy students of major private and semi-private institutes of Karachi, Pakistan. It was observed that 5%, 21%, 18%, 4%, 27%, 25% of the students were taking self-medication on daily, weekly, fortnight, monthly, yearly and occasional basis, respectively. Conclusion: Headache is the main ailment for which students are practicing self-medication. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
75. An Analysis of Students Who Encounter Repeated Difficulties in a Problem-Based Medical School.
- Author
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Blumberg, Phyllis
- Abstract
This paper presents a study that: (1) documented the course of problems for borderline students in an undergraduate medical program; (2) compared documentation by the same tutors of weaker students with good students in the same tutorial group; (3) documented which of six dimensions (knowledge, problem solving, critical appraisal, clinical skills, learning skills, and personal qualities) caused these students the most trouble; (4) documented at what stage in the program specific dimensions are particularly troublesome; (5) identified what curricular units caused these students the most difficulty; and (6) examined whether problem students have difficulty with the same dimensions repeatedly, and if so, which ones. Findings indicated that problem solving, knowledge, and clinical skills were the dimensions with which problem students encountered the most difficulty. Newness to the educational system and confusion about bases of evaluation also caused students problems. Also, the complexity of the patients seen and the broad scope of the content caused problem students more difficulties. It was found that in most cases the problem students did encounter repeated difficulties with the same dimensions. Educational recommendations are presented. Contains 20 references. (GLR)
- Published
- 1992
76. Assessment of the Role of a Private Tutor in Individual Educational Approach of a University Applicant
- Author
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Bogomolov, Denis, Grinev, Alexandr, Berechikidze, Iza, Larina, Svetlana, and Degtyarevskaya, Tatyana
- Abstract
Every year a considerable number of high school graduates in Russia choose to pursue a career in medicine and apply to medical universities. However, the level of preliminary training of applicants is often insufficient to enrol in the preferred study programme. Private tutoring is often considered as a means to close the gap between the generally insufficient level of mainstream education and high entry requirements of medical universities. The study is based on the hypothesis that the tutor is an important, but not essential component of an individual educational strategy for entering a medical university. So, this paper aims to provide an analysis of the efficiency of private supplementary tuition by measuring its impact on the performance of students in the Unified State Exam (USE) in biology. Besides, the role of two educational programmes run by the Moscow government, namely, 'Medical class in Moscow school' and 'Sechenov Pre-University' is analyzed. More than 100 first-year students of Sechenov University took part in the questionnaire survey to implement the goals and objectives of the research. The survey results were analysed using Orange 3 statistical package. Standard methods of descriptive statistics, correlation analysis and clustering were used.
- Published
- 2021
77. Implementation of a Surgery Congress for Medical Students to Learn Transversal Competences. A Case of Student-Led Teaching Activity
- Author
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Herrero de la Parte, Borja, Santaolalla-Sánchez, María, Santaolalla-Sánchez, Francisco Javier, García-Alonso, Ignacio, Santaolalla, Francisco, and Sánchez del Rey, Ana
- Abstract
Background: A dynamic training approach close to clinical work and research is highly requested by health sciences students. The aim of this paper is to present the organizational model of a student-promoted and student-managed surgical congress that encourages the acquisition of transversal competencies among the students in charge of the organization of the Congress. Methods: A two-day surgical congress for medical students organized by themselves was held. Each day comprised two separate sections corresponding to different surgical specialties; sections included three types of activities: conferences, round tables with guest professors, and practical workshops. Once the Congress had finished, an online survey was carried out to evaluate 10 items scored from 1 to 4. To assess the acquisition of transversal competences among the students organizing the congress, three evaluations were carried out by the professor involved in the organization of the congress. Results: The congress had great acceptance among the students, filling 150 available places with an attendance rate of 100%. The survey showed a high assessment of the subjects (3.48/4), conferences (3.48/4) and workshops (3.27/4). Evaluation of the round tables was significantly lower (2/4). A total of 99% considered the congress to have been useful in its formation process and 100% would recommend it. The grade of transversal competences among the students organizing the congress showed a significant increase between the first and the third evaluation, being between 1.24 and 7.25 times higher. Conclusions: The student-led student surgical congress is a well-evaluated activity for medical students, and promotes, among its organizers, the acquisition of transversal competences.
- Published
- 2021
78. Service Quality and Student Satisfaction Using ServQual Model: A Study of a Private Medical College in Saudi Arabia
- Author
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Sibai, Mohamad Tarif, Bay, Bernardo, and Dela Rosa, Rhodora
- Abstract
The study assessed the service quality and satisfaction among Pharmacy students at one of the private medical colleges in Saudi Arabia using ServQual model. Specifically, it sought to determine the respondents' profile in terms of gender, year level, and grade point average; service quality using SERVQUAL Model; over-all students' satisfaction of students on the provided college services; and which profile and service quality dimensions best predict the over-all satisfaction of the students. Using a descriptive statistics and Multiple Regression Analysis for data analysis, this paper had 189 respondents. Based on the results, majority of the respondents were female from levels 2, 3, and 4 with above average GPA. Responsiveness, empathy and tangibility dimensions of service quality had a negative gap, which means that the expected services did not meet the perceived services on the cited service quality dimensions. Meanwhile, when overall satisfaction was measured, students expressed satisfaction to the college services. Year level was a predictor for all measures of student satisfaction; while GPA was identified as a negative predictor to student satisfaction in terms of faculty. Students' satisfaction in terms of faculty was best predicted by responsiveness, assurance, tangibility. Meanwhile, assurance was a predictor of students' satisfaction in terms of curriculum. Responsibility, responsiveness and assurance, on the other hand were predictors of students' satisfaction in terms of students services and facilities. Finally, the overall student satisfaction was predicted by responsiveness, assurance and tangibility.
- Published
- 2021
79. An Experiential Aged Care Module for First-Year Undergraduate Medical Students
- Author
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Alex, Deepa, Kumari, Yatinesh, and Kadirvelu, Amudha
- Abstract
A rapid demographic transition to aging populations is imminent over the next decade, especially in Southeast Asian countries. An aging population presents a host of medical challenges, such as multimorbidity; chronic illnesses; and geriatric syndromes, such as frailty, falls, dementia, and incontinence. In order to tackle such issues efficiently, there is an urgent need to train future doctors in geriatric medicine. Aged care is a specialty in medicine that was not traditionally part of the undergraduate medical curriculum. With the changing demographic, aged care content needs to be integrated into the existing curriculum for undergraduate medical students. In this paper, we present an introductory novice level geriatric module that was developed for first-year medical undergraduate students in Monash University, Malaysia. The module consisted of collaborative active learning sessions on healthy aging, interaction with older adults from the community, and a simulated experiential activity. Feedback was collected from students on module completion. The immediate impact of the module was positive from the student responses. The findings from this study will be useful to inform the development and implementation of future educational interventions for aged care, as well as to support the establishment of a vertically integrated aged care curriculum, in order to prepare future doctors to provide healthcare for the ageing Asian population.
- Published
- 2021
80. The Issue of the Reading Skills in Medical Schools during the Coronavirus Pandemic
- Author
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Alhumsi, Mohammad Husam A.
- Abstract
Beginning in early 2020, the world began experiencing the first effects of the Coronavirus (COVID-19) pandemic. As with other new emerging infectious diseases, it had been noted that a medical student's ability to read about and learn the correct reactions to this kind of event is urgent (Al-Mohrej & Agha, 2017). Therefore, medical school students should educate themselves and read the information provided by the World Health Organization (WHO) in order to fully comprehend different features of the emerging disease as well as highlighting its early recognition and the important components of prevention. Hence, the purpose of this paper is to emphasize medical students' need to investigate new sources of information and how their success or failure in doing so depends on their reading comprehension strategies. For example, many medical students around the world lack the required knowledge pertaining to the recommended infection control measures. In Saudi Arabia, it has been revealed that medical students lack background knowledge in the basic sciences as well (Al-Mohrej and Agha, 2017). However, they showed a noticeable lack of awareness regarding the clinical features of MERS-CoV during the 2012 epidemic (Zaki et al., 2012). Additionally, problems relating to understanding the patient's medical condition, delayed diagnoses, and inadequate preventive services usage were complicated by their reading hardships. In addition, the medical college curricula lacked explicit instruction in reading comprehension strategies skills because the programs in medical education only included limited constituents of research skills. Such programs even today include very little explicit instruction of academic literacy for medical research (Roberts & Klamen, 2010; McNamara, 2010). Thus, medical students should educate themselves by reading the information provided by WHO and a call for more explicit instructional programs tackling the reading strategies pertaining to medical topics and research should be conducted.
- Published
- 2021
81. Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning
- Author
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Hill, Janette R., Nuss, Michelle A., Cervero, Ronald M., Gaines, Julie K., and Middendorf, Bruce
- Abstract
The third year clerkship is one of the most exciting and challenging times for medical students (Cooke, Irby, & O'Brien, 2010) when students spend significant time in clinical settings (e.g., hospitals) assisting in the care of patients on a daily basis. Getting information and resources just-in-time and at point-of-care (Author, 2009) is one challenge faced by supervising doctors and students. Technology has long been used to assist in point-of-care decision-making (Burke & Weill, 2008); mobile technology has added value to this activity. In this study, we explore how mobile technologies (e.g., iPads) were being used to support supervising doctors and medical students. After completing full data analysis of year one of two, results indicate that the faculty and students benefitted from the use of the iPads during the third year clerkship. [For full proceedings, see ED571430.]
- Published
- 2016
82. Reflection in Medical Education
- Author
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Hargreaves, Ken
- Abstract
This paper offers a medical-education perspective that I will hope complement other disciplinary perspectives in examining the value of reflection for learning in tertiary education. The paper outlines some of the theoretical strands of reflective practice facilitated in a unique course subject for professionalism and patient safety, within the new spiral curriculum at Leeds University School of Medicine. The material presented in this paper outlines some of what is delivered during the medical students' interactive sessions; this material is continually modified based on feedback from both students and learning facilitators. The paper discusses why both students and clinicians need to reflect, some of the theoretical dimensions and models and examples from the Leeds context of how reflective competence can be progressively developed over the course of an undergraduate program. The focus of the final section suggests directions for reflective practice in the future, where reflexivity takes the form of more collective endeavours requiring some change in culture and perceptions of professional identity. The paper concludes with the proposition that collaborative forms of reflection need to include more involvement of patients, interprofessional communities of practice and the use of learning from other disciplines; all of these require different levels of thinking and different ways of working.
- Published
- 2016
83. Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL.
- Author
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Jingyan Lu and Lap Ki Chan
- Subjects
PROBLEM-based learning ,COGNITION ,SOCIAL processes ,VIDEOS ,PROBLEM solving ,COMMUNICATION ,MEDICAL students - Abstract
This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more effort into communicating their understanding of the problem and relevant knowledge than students who used paper triggers. The findings contribute to discussions on how to evaluate the effectiveness of different PBL triggers in order to better integrate them into the curriculum. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
84. Validating Processes for Using Curriculum Objectives as Standards in Curriculum Evaluation.
- Author
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Frye, Ann W., Szauter, Karen M., Litwins, Stephanie D., and Ofoegbu, Esther N.
- Abstract
This paper describes the processes for collecting information about the objectives of a medical school curriculum and the validation studies of those processes. Major revisions were implemented in the curriculum of the first 2 years at the University of Texas Medical Branch (UTMB) in 1998. In the 2000-2001 academic year, student and faculty groups were asked to reflect on the curriculum objectives using processes tailored to each group's perspective. First and second year medical students (42 to 102 raters per course) documented the degree of emphasis on each objective they experienced in each course. Graduating students (n=170) recorded the emphasis on each objective experienced in the third and fourth years. Curriculum Committee members (n=15) recorded the degree of emphasis they thought should be given to each objective across the 4 years. The framework of generalizability theory allowed the evaluation of validity of these approaches. The design of the data collection processes and the results of generalizability analyses provide good evidence of the validity of the mean emphasis ratings generated by the processes described in this paper. An appendix contains an example of the survey questions and responses. (SLD)
- Published
- 2002
85. Does Project L.I.V.E. Case Modality Impact Critical Thinking in PBL Groups?
- Author
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Kamin, Carol, O'Sullivan, Patricia, and Deterding, Robin
- Abstract
Problem-based learning (PBL) with simulated cases is one method of delivering standardized pediatric curricular objectives, but the fact that students are dispersed and participating in community-based practices makes group meetings difficult. To address these issues, researchers developed and tested a new modality for presenting PBL cases, a CD-ROM/Web hybrid computer program to standardize the national pediatric curriculum: Project Learning through Interactive Video Education (L.I.V.E.). Project L.I.V.E. used digital video case simulations to present PBL with the stimulus case followed by asynchronous case discussions among students at multiple clinical sites. The study sought to determine if critical thinking as shown by discourse among students during group discussion differed by presentation format. Approximately 128 medical students participated in 3 conditions: (1) a face-to-face group with text/paper case modality; (2) a face-to-face group with a video case modality; and (3) a virtual group with digital video case modality. Study findings suggest that the virtual group engaged in more critical thinking, as represented by their dialogue within the group, than did the other two modalities, perhaps because of the increased individual accountability required by the online discussion. However, the virtual group did have a reduced sense of group process. The findings also provide insight into the advantages of using video. (Contains 21 tables and 32 references.) (SLD)
- Published
- 2002
86. Principles of Pedagogy in Teaching in a Diverse Medical School: The University of Capetown South Africa Medical School.
- Author
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Rothenberg, Julia Johnson and Holland, Errol
- Abstract
This paper describes a 2-month project developed by the Sage Colleges (New York) and the University of Capetown Medical School in South Africa to help the medical faculty at the Capetown Medical School teach its newly diverse student body. The program is intended to improve student retention and it emphasizes the need for faculty to assure students coming from nonacademic backgrounds of their competence and to celebrate multicultural diversity in higher education. The paper offers narratives and descriptions of weekly interactive meetings between visiting faculty from Sage Colleges and the medical school faculty as they explore topics ranging from how to say hello in students' first language, to faculty's thoughts on teaching, to the different social conventions of various ethnic groups, to student learning difficulties. In addition, specific workshop topics were organized on: faculty teaching and curricular reform; various approaches to the lecture method, such as scaffolding and concept development; moving from large- to small-group teaching; using tutors and successful students as role models; multiple intelligence theory and its uses; multicultural teaching and attending to the cultures present in the classroom; and evaluation, testing, and assessment procedures. (MKA)
- Published
- 2000
87. Virtual WIL Clinics in Medicine: Overcoming the COVID-19 Challenge
- Author
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Rasalam, Roy and Bandaranaike, Suniti
- Abstract
In the current context of COVID-19 restrictions, the perceived infection risk in healthcare facilities has resulted in limited opportunities for clinical placements. This paper aims to demonstrate how virtual WIL clinics (virtual simulated general practice clinics), provide an authentic clinical experience and to ascertain whether these virtual clinics allow the practice of generic WIL competencies. The clinics provide students with WIL experience without the face-to-face contact of a physical clinic via telehealth. The practice of WIL through virtual WIL clinics at James Cook University, Australia, is assessed using the Work Skill Development (WSD) framework via GoSoapBox surveys. Students surveyed (N=66) expressed a high level of motivation to engage, reflect and learn through this medium. The survey also highlighted some possible areas of improvement in time management and communication. Virtual WIL clinics are a suitable substitution for WIL clinical activity and ideally suited to the COVID-19 context.
- Published
- 2020
88. International Students' Perception of Teaching Microbiology, Virology and Immunology at Medical Universities in Ukraine
- Author
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Melnyk, Valentyna and Mikhnenko, Galyna
- Abstract
The increase in the number of international students at medical universities in Ukraine has made great demands for the quality of instruction in the first three years of study when adaptation of these students takes place. The aim of the paper is to analyse international students' perceptions of teaching Microbiology, Virology and Immunology (MBVI) at Bogomolets National Medical University and outline the recommendations. A mixed research method was applied; the questionnaire with close-ended and open-ended questions grouped in nine sets was developed. Anonymous survey was conducted with the students (N=104) after completing the MBVI course with English as a medium of instruction. The survey has indicated general satisfaction of the respondents with the course. Insufficient proficiency in English often affects the quality of learning, and a low level of the Ukrainian or Russian language skills create difficulties in their communication and effective integration to the Ukrainian cultural environment. The survey results have shown the positive attitude of the respondents to the lectures with the requirement to have more interactive communication between the lecturer and students as well as have identified the difficulties concerning practical classes and self-study. The recommendations on how to improve academic performance of international medical students have been given. The focus is on increasing and maintaining language skills, consideration of ethnic and psychological features of students from different countries and implementing interactive teaching methods so that effective interaction in the learning environment could be achieved.
- Published
- 2020
89. The Utrecht University Honours Program review project: example based scientific publishing training aimed at bachelor medical students.
- Author
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Bloothooft, Meye, Pennings, Helena J. M., and van der Heyden, Marcel A. G.
- Subjects
SCIENCE publishing ,MEDICAL students ,SCHOLARLY peer review ,SCHOLARLY publishing ,MEDICAL teaching personnel ,JOURNAL writing ,MEDICAL writing - Abstract
Introduction: Medical undergraduate students receive limited education on scholarly publishing. However, publishing experiences during this phase are known to influence study and career paths. The medical bachelor Honours Program (HP) at Utrecht University initiated a hands-on writing and publishing course, which resulted in nine reviews published in internationally peer reviewed academic journals. We wanted to share the project set-up, explore the academic development of the participating students and determine the impact of the reviews on the scientific community. Methods: Thirty-one out of 50 alumni completed a digital retrospective questionnaire on for example, development of skills and benefit for their studies and career. Publication metrics of the HP review papers were retrieved from Web of Science. Results: This hands-on project provides a clear teaching method on academic writing and scholarly publishing in the bachelor medical curriculum. Participants were able to obtain and improve writing and publishing skills. The output yielded well-recognized scientific papers and valuable learning experiences. 71% of the participating students published at least one additional paper following this project, and 55% of the students indicated the project influenced their academic study and/or career path. Nine manuscripts were published in journals with an average impact factor of 3.56 and cited on average 3.73 times per year. Discussion: This course might inspire other medical educators to incorporate similar projects successfully into their curriculum. To this end, a number of recommendations with regard to supervision, time investment and group size are given. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
90. A Light at the End of the Tunnel: The Impact of Early Clinical Experiences on Medical Students.
- Author
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Mann, Mary Pat
- Abstract
This paper describes the impact of early clinical contact (ECC) on medical students. The concepts emerged from a grounded theory analysis of interviews with students and faculty in the ECC program at Ohio University College of Osteopathic Medicine, which places first-year and second-year students in a variety of clinical settings in ambulatory clinics, private offices, and community settings. Program goals are broadly stated; neither explicit objectives nor formal feedback to students is provided. To assess the program, interviews were conducted with 8 faculty and 19 students, covering the length, timing, and structure of the experiences provided; impact of the program; and relationship to the didactic curriculum. Results indicated that students value opportunities to become acclimated to clinical settings before they are thrust into clerkships. Students were especially interested in: observing how physicians interacted with patients and managed their time, understanding how physicians approach clinical problems and make decisions; and recognizing that there is more to medicine than just the textbook. Though ECC programs are often developed to encourage students to enter primary care, students do not report much relationship between ECCs and their career choices. The study concludes that ECC can begin to train students to think like doctors while it initiates them into a community of practice. (Contains 14 references.) (JDD)
- Published
- 1994
91. Information seeking and evaluation: a multi-institutional survey of veterinary students.
- Author
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Eldermire, Erin R. B., Fricke, Suzanne, Alpi, Kristine M., Davies, Emma, Kepsel, Andrea C., and Norton, Hannah F.
- Subjects
ANALYSIS of variance ,CHI-squared test ,CONFIDENCE ,INTERNET ,MEDICAL students ,REGRESSION analysis ,SCALE analysis (Psychology) ,STUDENT attitudes ,T-test (Statistics) ,VETERINARY medicine ,EVIDENCE-based medicine ,QUALITATIVE research ,QUANTITATIVE research ,INFORMATION-seeking behavior ,THEMATIC analysis ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Objective: To practice evidence-based medicine, clinicians must be competent in information literacy (IL). Few studies acknowledge the critical role that reading strategies play in IL instruction and assessment of health professional students. The purpose of this study was to understand the information-seeking and evaluation behaviors of doctor of veterinary medicine (DVM) students in regard to scientific papers. Methods: The authors studied DVM student behaviors across eight programs in North America using a web-based survey of closed- and open-ended questions about finding and evaluating scientific papers, including a task to read a linked scientific paper and answer questions about it. Results: A total of 226 individuals responded to the survey. The sections of a scientific paper that were most commonly read were the abstract, introduction, and conclusions. Students who reported reading a higher proportion of scientific papers were more likely to feel confident in their abilities to interpret them. A third of respondents answered open-ended questions after the paper reading task. Respondents felt the least amount of confidence with one of the final steps of evidence-based medicine, that of interpreting the significance of the paper to apply it in veterinary medicine. Conclusions: DVM students may lack the skills needed to evaluate scientific literature and need more practice and feedback in evaluating and interpreting scientific papers. Librarians who support DVM students can (1) help DVM students to efficiently evaluate scientific literature, (2) seek training opportunities in alternative modes of teaching and learning IL skills, and (3) partner with veterinary faculty and clinicians to provide students with practice and feedback in information evaluation. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
92. HPV Vaccine Recommendation Practices of Current and Future Physicians in North Carolina: An Exploratory Study
- Author
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Richman, Alice R., Torres, Essie, Wu, Qiang, Eldridge, David, and Lawson, Luan
- Abstract
We assessed human papillomavirus (HPV) prevention practices and HPV literacy of pediatricians, family physicians and medical students in North Carolina. An online survey was distributed to physicians in 2018, and paper surveys were collected among medical students in 2019. Surveys measured HPV literacy, HPV prevention practices and HPV prevention self-efficacy. In terms of comfort, 27% of medical students and 24% of physicians anticipated having an uncomfortable conversion when recommending the vaccine to patients. Most physicians (76%, n = 230) followed the HPV vaccine age recommendation guidelines; however, those with higher HPV vaccine knowledge were more compliant with the guidelines (P < 0.01). Female physicians were more likely to start routinely recommending the HPV vaccine to women (84%, n = 134 versus 72%, n = 92) and men (81%, n = 127 versus 71%, n = 84) between the ages of 9 and 12 years (P < 0.05). Only 27%, n = 73 of physicians and 18%, n = 19 of medical students followed/knew the 'provider-driven' HPV-recommended style. Female physicians were more likely to use this communication style (32%, n = 48 versus 20%, n = 23, P = 0.03). HPV prevention curriculum should be incorporated into medical programs. The gender-related practice patterns found indicate a need for training of male providers specifically. Quality improvement efforts are needed for all physicians to strengthen vaccine communication, recommendation practices and guideline adherence.
- Published
- 2022
- Full Text
- View/download PDF
93. Medical Students' Perceptions of Using Mobile Phones for Their English Study
- Author
-
Iwata, Jun, Tamaki, Yuko, Shudong, Wang, Telloyan, John, Ajiki, Yuri, and Clayton, John
- Abstract
The authors conducted a needs analysis to investigate their medical students' needs and preferences for using mobile devices for their English study. The analysis showed the students' expectations of mobile learning were very high and two-thirds of them were interested in building medical English terminology through mobile learning. Then, the authors created mobile learning content designed mainly for helping their students review medical terminology. The content was delivered to 242 students twice a week during the period from July 2013 to January 2014. The authors then conducted a survey on their students' perceptions of the content delivered. It revealed that half of the students found the content useful for their English study and about two-thirds of them found the content level to be appropriate. However, the log analysis showed that only an average of 9.5% of the students worked on the medical quizzes. This result suggests that achieving a high degree of student involvement in their autonomous mobile learning is difficult and it is necessary for teachers to further investigate ways to enhance students' motivation for mobile learning. [For full proceedings, see ED565087.]
- Published
- 2014
94. Developing a Career Development Program for Medical Sciences Students: Reflecting 'In' and 'On' Practice
- Author
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Cocodia, Ebinepre A.
- Abstract
Using a reflective practice approach this paper provides an outline of the development of a new career development and counselling program for students within a medical sciences off-campus precinct. Drawing on Schön's (1983) reflective practice framework the aim included reflecting "in" and "on" action during the development and implementation of the program, leading to transformative learning. Client (the student) and counsellor had the opportunity to assess and reframe their views through the incorporation of new knowledge and information. The career development program is based on Krumboltz and Super's theoretical models with a focus on the life stages of career and leisure development throughout the lifespan. The paper concludes that individuals may begin to examine and assess their own skills and abilities by drawing on aspects of reflective practice such as noticing, making sense, making meaning, and finally reaching a stage of self-awareness (Bager-Charleson, 2010). These outcomes may transpire as a result of participation in various skills audit exercises and related activities within a career development program.
- Published
- 2014
95. The Reliability and Compatibility of the Paper and Electronic Versions of the POLLEK Cohort Study Questionnaire.
- Author
-
Gajda, Maksymilian, Szemik, Szymon, Sedlaczek, Katarzyna, and Kowalska, Małgorzata
- Subjects
ELECTRONIC paper ,MEDICAL students ,PHYSICIANS ,COHORT analysis ,ALCOHOLISM - Abstract
Background: Chronic fatigue, depression, burnout syndrome, and alcohol addiction have been identified as significant mental health problems in young medical doctors. Given the lack of prospective studies in this area in Poland, the POLski LEKarz (POLLEK) cohort study was created. The goal of the POLLEK study is to assess the quality of life and health status (including mental health) of medical students and young physicians. The aim of the presented paper was to assess the reliability and compatibility of paper and electronic versions of the POLLEK questionnaire. Methods: Between 1 October 2019 and 28 February 2020, all medical students (N = 638) of the first year in the Medical University of Silesia were invited to participate in a cross-sectional study. Three hundred and fifty-three students (55.3%) who accomplished both versions were included in the current analysis. Results: Values of Cronbach's alpha >0.7 proved both modes of delivery to have good internal consistency, except for the individual Alcohol Use Disorder Identification Test (AUDIT) domains and the Environmental domain of the WHOQOL-BREF (paper version). Similarly, interclass correlation coefficients equal to or greater than 0.9 denoted an excellent reproducibility. Conclusions: We documented very good accordance and reproducibility of POLLEK questionnaire (both paper and electronic versions). These findings legitimize the use of the questionnaire interchangeably. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
96. Transitory Stages in the Development of Expertise in Medicine: Review of the Evidence.
- Author
-
Schmidt, Henk G. and Norman, Geoffrey R.
- Abstract
The paper presents the thesis that experienced physicians, while diagnosing routine cases, are operating upon knowledge structures that are distinctively different from those of novice physicians and students. In the course of their medical training, students develop rich, elaborated causal networks, explaining the causes and consequences of disease in terms of general underlying pathophysiological processes. Through extensive and repeated application of knowledge and exposure to patient problems, the network type of knowledge organization is replaced by list-like structures called "illness scripts." As these scripts are verified through experience they become "instance scripts." Finally, the various knowledge structures develop through a sedimentation process into multiple layers which are accessed when ontologically more recently acquired structures fail to adequately represent a clinical problem. Research evidence for each of these stages and types of knowledge structure is summarized. Contains 20 references. (DB)
- Published
- 1990
97. Understanding the Prcess of Differential Diagnosis: Prerequisite to the Training of Medical and Veterinary Medical Practitioners.
- Author
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Wagner, Roy M. K.
- Abstract
The paper describes an auto-tutorial methodology for training veterinary medical practitioners to perform differential diagnoses. It describes in detail the three phases of differential diagnosis: sensory pick-up, a combination of cognition and memory; categorization, the process by which diagnosticians group symptoms and signs prior to diagnosis; and inferential strategy, a combination of what diagnosticians refer to as intuition and confirmation techniques. The paper criticizes traditional methods of classroom instruction in differential diagnosis which present practitioners with informational cues in single disease categories in symptom-grouped fashion rather than in multiple disease categories characteristic of real-life situations. Students instructed in traditional methods when confronted with a real diagnostic problem must first complete a transfer from the learned system of inforrmation (single disease categories) to the alternative system (multiple disease categories) before diagnosis can take place. The paper briefly reviews a pilot study, utilizing both graduate and undergraduate veterinary medical students, which yielded data tending to verify the transfer hypothesis. Through an understanding of the differential diagnostic process, however, simulation exercises can be constructed to teach the organization of information into multiple disease categories and the inferential skill required to utilize the multiple disease categories to reach tentative diagnoses. (Author/JR)
- Published
- 1975
98. Examining Changes in Medical Students' Emotion Regulation in an Online PBL Session
- Author
-
Kazemitabar, Maedeh, Lajoie, Susanne P., and Doleck, Tenzin
- Abstract
Given recent attention to emotion regulation (ER) as an important factor in personal well-being and effective social communication, there is a need for detection mechanisms that accurately capture ER and facilitate adaptive responding (Calvo & D'Mello, 2010). Current approaches to determining ER are mainly limited to self-report data such as questionnaires, inventories and interviews (e.g., Davis, Griffith, Thiel, & Connelly, 2015). Although beneficial, these self-report approaches have important shortcomings such as social desirability biases, recall issues, and inability to capture unconscious ER (Scherer, 2005). The research presented here explores this gap by examining the use of multimodal observational data as well as self-report data to more accurately capture ER. Specifically, this study develops and employs a multimodal analysis of emotion data channels (facial, vocal and postural emotion data channels) to provide a rich analysis of ER in an international case study of four medical students interacting in an emotionally challenging learning session (i.e., communicating bad news to patients) in a technology-rich learning environment. The findings reported in the paper can provide insights for educators in designing programs to enhance and evaluate ER strategies of students in order to regulate personal emotions as well as the emotional needs of others in stressful situations. This work also makes important contributions to the design of technology-rich environments to embed dynamic ER detection mechanisms that enable systems to gain a more holistic view of the participants, and to adapt instructions based on their affective needs.
- Published
- 2019
99. Developing a Speaking Handout for ESP Students
- Author
-
Aflah, Mita Nur and Rahmani, Eka Fajar
- Abstract
This paper aims at encouraging medical students of Poltekkes Pontianak to speak in English by developing a speaking handout as one of the sources for their English subject. The handout is addressed to first semester students as an introduction of English. Speaking skill is chosen because the demands of professional medical workers who are competent in speaking English have increased. In the work-life, medical workers are required to be able to speak in English as an international media of communication for the proof of their professionalism. Therefore, the development of the handout is highly important. The data used to develop the handout is primarily the need analysis results of the previous research. The material development process employs two phases of ADDIE: Design phase and Development phase adapted from Branch (2009) with some pertinent modifications to the contexts and primary data. The complete handout as the final result contains the activities and tasks of speaking English with the clear user's guides for its users.
- Published
- 2019
100. Developing an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical Education
- Author
-
Kosan, Aysen Melek Aytug, Koç, Nizamettin, Elhan, Atilla Halil, and Öztuna, Derya
- Abstract
Progress Test (PT) is a form of assessment that simultaneously measures ability levels of all students in a certain educational program and their progress over time by providing them with same questions and repeating the process at regular intervals with parallel tests. Our objective was to generate an item bank for the PT and to examine the possible fit of CAT for PT application. This study is a descriptive study. 1206 medical students participated. During the analysis of the psychometric properties of PT item bank, "the Rasch model for dichotomous items was used". Several CAT simulations were performed by applying various stopping rules of different standard errors. CAT simulation estimates were compared with the estimates generated from the original calibration of the Rasch model where all items were included. After Rasch analysis, a unidimensional PT item bank consisting of 103 items was obtained. The item bank reliability was calculated as 0.77 with Person Separation Index (PSI) and Kuder-Richardson Formula 20 (KR20). A high correlation between [Theta] estimations obtained from paper-and-pencil ([Theta]RM) and CAT applications ([Theta[subscript CAT]) was detected for simulation conditions ([N(0,1)] and [N(0,3)]) at the end of our analysis. In CAT, estimation can be made with an average of 14 questions (reduced 86,4%) and 17 questions (reduced 83,4%) [for N(0,1) and [N(0,3) respectively] with reliability of 0,75. This study reveals that it is possible to develop an appropriate item bank for the PT, and the difficulty of administering large number of items in PT can be scaled down by incorporating CAT application.
- Published
- 2019
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