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Background: Occupational medicine (OM) faces considerable challenges today, one of them related to the university training of future physicians considered suboptimal at a global level as it has been pointed out in many studies. The aim of this study is to update the state of OM medical education in European universities. Methods: Between March and August 2022, an e-mail survey regarding OM training to undergraduate medical students was conducted among OM professors at European universities in 28 countries (n = 347). Results: Of the 347 universities, 53 medical schools from 19 countries responded (response rate = 15.3%). In 89% of cases, OM was taught. The average number of hours per academic year was 24.3, with significant variation within the same country. Lectures were the most popular teaching technique (98%), with a considerable use of modern approaches such as problem-based learning (61%), and e-learning (57%). While occupational diseases and principles of prevention were covered, other subjects such as the environmental impact or collaboration with an OM physician were poorly represented in the educational program. Conclusion: According to data, several European medical schools may provide insufficient OM education and training to their students. The education of undergraduate occupational medicine students in European medical schools should be designed to equip them with the knowledge and skills required to meet today's challenges. It is critical that undergraduate OM education in European medical schools be enhanced, harmonized, and standardized. [ABSTRACT FROM AUTHOR]

Background Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students’ learning outcomes should be studied to improve teaching in medical schools. Methods A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018–2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. In addition, students´ attitudes towards end-of-life (EOL) care issues were examined. Results In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50–70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30–60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Students from these universities expressed less anxiety in facing EOL issues. Conclusions In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students’ attitudes on PC.

COVID-19 presented major challenges to undergraduate GP placement capacity and there was an increased reliance on clinical training using facilitated simulation. The authors present a novel comparison of the effectiveness and cost-effectiveness of delivering a one-week primary care course using entirely GP-facilitated clinical teaching outside the GP setting against traditional practice-based GP clinical education. A one-week GP placement was redeveloped from a traditional teaching model (TT-M) to an exclusively facilitated teaching model (FT-M) delivered outside the GP practice setting, using principles of blended learning, flipped classroom methods, e-learning and simulation. Both teaching models, delivered in different locations during 2022 to pre-clinical students, were evaluated using student feedback surveys for attainment of learning outcomes and course satisfaction. The students reported their consultation skills and clinical knowledge (amalgamated mean score 4.36 for FT-M versus 4.63 for TT-M; P = 0.05), as well as preparation for the clinical phases (mean scores 4.35 for FT-M versus 4.41 for TT-M; P = 0.68), were well developed and similar for both courses. Students reported similar enjoyment across both teaching models (FT-M mean score 4.31 versus 4.41 for TT-M; P = 0.49). The costs for delivering teaching per 4-h session for 100 students were £1,379 and £5,551 for FT-M and TT-M, respectively. Delivery of a one-week primary care attachment to third year medical students using an FT-M was similarly effective and more cost effective than delivering it by a TT-M. FT-M potentially offers an important adjunct to clinical learning and resilience to capacity challenges for GP placements. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has forced the world to change its approach to medical education with most of the undergraduate (UG) teaching shifting to online mode. As in other colleges in India, we also switched to online classes for both UG and postgraduate (PG) students in April 2020. We intend to share our preliminary experience about the acceptance and performance of these online classes in Pediatrics. Methodology: For UGs, we studied the attendance and marks of term ending summative assessment of batch of 2020 who attended online classes and compared them to the attendance and marks of the term ending summative assessment of the previous three batches (2017, 2018, and 2019). We also obtained a feedback on a prevalidated questionnaire from the UG as well as PG students. Results: The mean ± standard deviation (SD) attendance of the batch of 2020 was 81.6 ± 16.2%, while that of the 2017, 2018, and 2019 batch during the same period was 84.9 ± 10.9%, 92.6 ± 4.8%, and 83.0 ± 7.6% respectively. Similarly, the mean ± SD marks for the batch of 2020 was 74.8 ± 6.5% while it was 66.9 ± 9.4%, 58.6 ± 10.1%, and 60.9 ± 9.7% for 2017, 2018, and 2019 batches, respectively. The feedback obtained from both UGs and PGs was satisfactory in relation to the acceptance of the online mode. Conclusion: The online classes in Pediatrics are a reasonable alternative to the onsite classes in the prevailing situation.

Purpose: To evaluate undergraduate medical students' perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions. Methods: The prospective study compared the lateral thinking method (LTM) versus the traditional didactic method in teaching clinical ocular anatomy. Two hundred seventy-two medical students who underwent ophthalmology clerkships were recruited over 3 years. They were randomised into two groups, the LTM and regular didactic groups. Students participated in pre and post-tests to assess their theoretical clinical ophthalmic knowledge, and their responses to respective teaching methods were measured via the self-assessment questionnaire (SAQ), which incorporated a five-point Likert-type scale. Results: Overall, the LTM group scored significantly higher than the control group, and they found the innovative teaching method improved their confidence and awareness in theoretical knowledge in generating differential diagnoses, managing common eye conditions and recognising potential signs that could be sight and/or life-threatening compared to the regular teaching group (P < 0.05). However, all students were neutral towards both lectures regarding changing their negative perception of the current ophthalmic curriculum. Conclusion: From the student's perspective, LTM is an effective tool in enriching regular teaching. The method encouraged versatile thinking patterns while enhancing the effectiveness of learning experience in time and resource-limited undergraduate ophthalmic teaching. [ABSTRACT FROM AUTHOR]

Introduction: In the present situation of containment for COVID-19 epoch, the physical classroom sessions in medical colleges were suspended by different Government advisories. Faculties have been guided by the university as well as institution to carry on the online teaching to the medical students. As the students were not present physically so flipped class model has been implemented using the Zoom cloud app for teaching Anatomy. Aim: To explore the perception of undergraduate students of Anatomy regarding online Zoom-app based flipped class sessions and to obtain the suggestions for improvement of such classes organised during the lockdown period of COVID-19. Materials and Methods: Ten gross Anatomy topics and 10 histology slides (total 15 sessions; one session for each gross anatomy topics and five sessions covering two slides for each day) were discussed in flipped class mode. For each session the text materials were served to the students two days before. On the third day, face to face interactive classes were undertaken using the Zoom platform; for the entire 199 students of Anatomy. After completion of one month, students' perceptions were obtained by semi-structured questionnaire made with Google form. Results: Although the department has organised almost daily Zoom sessions with pre-shared study material; in flipped classroom mode, but majority of the students opined for maximum three days per week Zoom sessions instead of every day's classes. Total 92% preferred the current strategy of advanced sharing of study material instead of concurrent sharing of text. Almost 93.5% students felt the study material helpful to them, 79% students found the Zoom sessions helpful for their doubt clearance. Strikingly, 53.36% students confessed that they failed to keep up with the progress of the classes in daily mode. There was a mixed reaction for continuing such mode of teaching in the post-lockdown era. The network connectivity became a broad issue as constrain to almost all of them to participate in online discussion platform. Conclusion: As the students and teachers were new in the online mode of teaching; so students feedbacks were felt need for future planning. The students had an opinion to lessen the number of classes so that they can cope up with the study material. However, majority of them wanted to move back to their classrooms rather than remain in the online mode of learning. [ABSTRACT FROM AUTHOR]

Abstract Objective The objectives of this study were to; (a) evaluate the current practices of peer assisted learning among second year and final year medical students of Faculty of Medicine, University of Colombo, Sri Lanka; (b) identify reasons for engaging in peer assisted learning; (c) identify perceived weaknesses in current learning activities; and (d) determine student characteristics associated with engaging in peer assisted learning. Results This cross sectional study interviewed two hundred and eighty-four eligible students. Average number of hours spent on peer assisted learning during a week was significantly greater among second year students compared to final year students (15.1 vs. 7.1 h, p

Objective: The regionally based James Cook University medical school in northern Australia has focused its selection processes and curriculum on recruiting, training and graduating doctors to address local workforce needs. This study investigates if James Cook University's regionally based medical school model promotes graduates undertaking internship in local regional hospitals. Design, setting & participants: Cross‐sectional survey of final year James Cook University Bachelor of Medicine, Bachelor of Surgery graduates towards the end of the 2016 and 2017 academic years (n = 207; response rate = 58%). Main outcome measure: Multivariate (binary outcomes) logistic regression analysis identified the personal and curriculum factors predicting students' choice to do their internship in northern Australia supported by content analysis of free text responses to expand on quantitative associations. Results: Students applied to medicine at James Cook University because there was: "an undergraduate program" (62%); "reputation for a good course/quality graduates" (59%); and "interest in rural medicine or Indigenous health" (39%). Internship in northern Australian hospitals was predicted by: "familiarity with the hospital in Years 5 and 6"; "having a northern Australia hometown at time of application to medical school"; "an interest in rural medicine or Indigenous health"; and "interns have better learning experiences in regional teaching hospitals". Conclusion: The findings suggest regionally based medical schools can promote early‐career rural practice by incorporating purposive selection, a rurally focused curriculum supported by quality clinical training experiences in local hospitals and a sufficient number of locally available intern places. However, it is likely regionally based medical schools also require locally available specialty training pathways to support rural practice in the longer term. [ABSTRACT FROM AUTHOR]

Objective: The objectives of this study were to; (a) evaluate the current practices of peer assisted learning among second year and final year medical students of Faculty of Medicine, University of Colombo, Sri Lanka; (b) identify reasons for engaging in peer assisted learning; (c) identify perceived weaknesses in current learning activities; and (d) determine student characteristics associated with engaging in peer assisted learning. Results: This cross sectional study interviewed two hundred and eighty-four eligible students. Average number of hours spent on peer assisted learning during a week was significantly greater among second year students compared to final year students (15.1 vs. 7.1 h, p < 0.05). Overall, female students were more likely to engage in peer assisted learning than male students. In second year, most common method of peer assisted learning was mass lectures offered by batch mates or seniors, while in final year it was group discussions. This reflected a transition to more focused, interactive, active learning among senior students. [ABSTRACT FROM AUTHOR]

Background: Patients make a crucial contribution to undergraduate medical education. Although a national resource is available for patients participating in research, none is as yet available for education.Aim: This study aimed to explore what information patients would like about participation in general practice based undergraduate medical education, and how they would like to obtain this information.Design and Setting: Two focus groups were conducted in London-based practices involved in both undergraduate and postgraduate teaching.Method: Patients both with and without teaching experience were recruited using leaflets, posters, and patient participation groups. An open-ended topic guide explored three areas: perceived barriers that participants anticipated or had experienced; patient roles in medical education; and what help would support participation. Focus groups were audiorecorded, transcribed, and analysed thematically.Results: Patients suggested ways of professionalising the teaching process. These were: making information available to patients about confidentiality, iterative consent, and normalising teaching in the practice. Patients highlighted the importance of relationships, making information available about their GPs' involvement in teaching, and initiating student-patient interactions. Participants emphasised educational principles to maximise exchange of information, including active participation of students, patient identification of student learner needs, and exchange of feedback.Conclusion: This study will inform development of patient information resources to support their participation in teaching and access to information both before and during general practice based teaching encounters. [ABSTRACT FROM AUTHOR]

Background: It has been suggested that the quantity of exposure to general practice teaching at medical school is associated with future choice of a career as a GP.Aim: To examine the relationship between general practice exposure at medical school and the percentage of each school's graduates appointed to a general practice training programme after foundation training (postgraduate years 1 and 2).Design and Setting: A quantitative study of 29 UK medical schools.Method: The UK Foundation Programme Office (UKFPO) destination surveys of 2014 and 2015 were used to determine the percentage of graduates of each UK medical school who were appointed to a GP training programme after foundation year 2. The Spearman rank correlation was used to examine the correlation between these data and the number of sessions spent in placements in general practice at each medical school.Results: A statistically significant association was demonstrated between the quantity of authentic general practice teaching at each medical school and the percentage of its graduates who entered GP training after foundation programme year 2 in both 2014 (correlation coefficient [r] 0.41, P = 0.027) and 2015 (r 0.3, P = 0.044). Authentic general practice teaching here is described as teaching in a practice with patient contact, in contrast to non-clinical sessions such as group tutorials in the medical school.Discussion: The authors have demonstrated, for the first time in the UK, an association between the quantity of clinical GP teaching at medical school and entry to general practice training. This study suggests that an increased use of, and investment in, undergraduate general practice placements would help to ensure that the UK meets its target of 50% of medical graduates entering general practice. [ABSTRACT FROM AUTHOR]

Objective. Pain is one of the most undertreated medical complaints, with barriers to effective pain management lying in poor education of health professionals and misconceptions regarding patients in pain. The aim of this study was to assess whether an elective undergraduate course on chronic pain offered in Greek medical schools influences knowledge and attitudes of medical undergraduates about chronic pain and helps them clarify pain-related concepts. Methods. An electronic questionnaire with 6 demographic and 21 pain-related items was uploaded on SurveyMonkey. The questionnaire was open to medical students in every Greek medical school for 1 month. Students were asked to respond to questions regarding various aspects of pain taught in the aforementioned course. In specific, they were asked to respond to questions regarding the definition, types, and adequacy of treatment of chronic cancer and non-cancer pain. They were queried about their knowledge of pain clinics, health practitioners who run them, and types of treatment available there. There were also questions about opioid use in cancer and non-cancer chronic pain patients and regarding the likelihood of opioid addiction. Results. According to their responses, medical students had good knowledge about the definition and consequences of pain, and those who attended the pain course had greater knowledge regarding the adequacy of treatment of chronic pain and were more familiar with the recent classification of types of pain. Students who did not have exposure to the undergraduate pain course had little information regarding pain clinics and had poor knowledge regarding the use of opioids in cancer and in nonmalignant chronic pain. All students expressed concerns regarding addiction to opioids. Conclusions. Although students enter medical school with little knowledge about pain issues, pain awareness can be positively influenced by education. A curriculum about pain should not only teach the basic science of pain but also present treatment strategies available and address the socioemotional dimensions of pain. Additionally, if misconceptions about opioid use and addiction are properly elucidated early in medical education, the future health practitioners will be one step forward in achieving the goal of alleviating suffering patients' pain. [ABSTRACT FROM AUTHOR]

Abstract: Sexual violence is known to be highly prevalent, albeit the majority of incidents are not reported to the authorities. It is therefore likely that medical students will encounter very many patients who have experienced sexual violence during their postgraduate careers, although this history may never be disclosed to them. Numerous highly regarded sources have advocated for the inclusion of instruction on the care of the victim of sexual violence in undergraduate medical curricula. Moreover, there has been a call for research to measure the effectiveness of educational strategies addressing the issue of sexual violence at undergraduate level. We present an evaluation of the effectiveness of a reproducible teaching session on care of the victim of sexual violence appropriate for undergraduate medical students, looking specifically at alterations in students' awareness of the key issues involved in patient care and their attitudes to such patients. This research demonstrates that such an educational intervention significantly enhances undergraduate medical students' awareness of the issues involved in patient care and their insight in to myths surrounding sexual violence. [Copyright &y& Elsevier]

Objective: To describe perception of 4th year medical students about comparison of problem based learning with traditional method of teaching. Methodology: The study was conducted on March 2006 at college of medicine in Al Ahsa, King Faisal University (KFU). Students filled a self administered structured questionnaire containing 13 items, on a five point Likert scale where five equaled PBL generally better and one equaled traditional generally better. Results: Fifty two (52) out of 54 students submitted their forms as two students were absent on the day of survey. Majority of the students rated PBL better than traditional method in all 13 aspects. Improvement in team work, ability to communicate, ease of remembering a topic, interest- enthusiasm and self directed life long learning were outcomes with highest perceived benefit of PBL compared to traditional method. Conclusion: PBL was perceived as better learning method, especially in enhancing team work and communication skills. [ABSTRACT FROM AUTHOR]

Although the importance of rational prescribing is generally accepted, the teaching of pharmacotherapy to undergraduate medical students is still unsatisfactory. Because clinical teachers are an important role model for medical students, it is of interest to know whether this extends to therapeutic decision-making. The aim of this study was to find out which factors contribute to the drug choices made by medical students and their teachers (general practitioners and clinical specialists). Final-year medical students ( n = 32), and general practitioners ( n = 29), lung specialists ( n = 26), orthopaedic surgeons ( n = 24), and internists ( n = 24) serving as medical teachers from all eight medical schools in the Netherlands participated in the study. They were asked to prescribe treatment (drug or otherwise) for uncomplicated (A) and complicated (B) written patient cases and to indicate which factors influenced their choice of treatment, using a list of factors reported in the literature to influence drug prescribing. Final-year medical students primarily based their drug choice on the factors ‘effectiveness of the drugs’ and ‘examples from medical teachers’. In contrast, clinical teachers primarily based their drug choice on the factors ‘clinical experience’, ‘effectiveness of the drugs’, ‘side effects of the drugs’, ‘standard treatment guidelines’, and ‘scientific literature’. Medical teachers would appear to base their drug choice mainly on clinical experience and drug-related factors, whereas final-year medical students base their drug choice mainly on examples provided by their medical teachers. It is essential that medical teachers clearly explain to their students how they arrive at a specific choice of medication since medical students tend to copy the therapeutic drug choices from their teachers, mainly because of a lack of experience. Presenting students with clinical therapeutic problems early during undergraduate training will not only give them a chance to gain experience in solving medical problems but will also give meaning to what they are studying as opposed to merely reproducing what they learn or copying what they are told. [ABSTRACT FROM AUTHOR]

In their first year of work, newly qualified doctors will care for patients who have palliative care needs or who are dying, and they will need the skills to do this throughout their medical career. The General Medical Council in the United Kingdom has given clear recommendations that all medical students should receive core teaching on relieving pain and distress together with caring for the terminally ill. However, medical schools provide variable amounts of this teaching; some are able to deliver comprehensive programmes whilst others deliver very little. This paper presents the results of a mixed methods study which explored the structure and content of palliative care teaching in different UK medical schools, and revealed what coordinators are trying to achieve with this teaching. Nationally, coordinators are aiming to help medical students overcome the same fears held by the lay public about death, dying and hospices, to convey that the palliative care approach is applicable to many patients and is part of every doctors' role, whatever their specialty. Although facts and knowledge were thought to be important, coordinators were more concerned with attitudes and helping individuals with the transition from medical student to foundation doctor, providing an awareness of palliative medicine as a specialty and how to access it for their future patients. [ABSTRACT FROM AUTHOR]

Background This study examined the processes of thinking and learning undertaken by general practitioners (GPs, family physicians) brought about by the presence of undergraduate medical students. Method A qualitative study was undertaken using critical incident templates (a novel approach in this context) and focus groups. Data were analysed thematically, with iterative discussion between members of the study team after independent analysis. Results Thirty-eight critical incident templates were returned (40%), of which 27 (28%) were completed. Three themes were identified: challenges to the GP's thinking or learning behaviour (these included having to justify actions and answer questions); changes to the dynamic between doctor and patient (listening to discussion of their condition between doctor and student was reported to change the patient's experience); and additions to the GP's workload. Teaching made GPs' day longer and sometimes caused friction with colleagues. Conclusions Our data elucidate a range of thinking and learning activities that are brought about by the presence of a student in a GP's consulting room. They show that there are a number of challenges that stimulate these activities. We recommend that undergraduate teaching in general practice be given greater recognition for the stimulus it provides for continuing professional development. [ABSTRACT FROM AUTHOR]

One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory approach. Five principal themes emerged: (1) body painting as a fun learning activity, (2) body painting promoting retention of knowledge, (3) factors contributing to the memorability of body painting, (4) removal from comfort zone, and (5) the impact of body painting on students' future clinical practice. Students perceive body painting to be a fun learning activity, which aids their retention of the anatomical knowledge acquired during the session. Sensory factors, such as visual stimuli, especially color, and the tactile nature of the activity, promote recall. Students' preference for painting a peer or being painted is often dependent upon their learning style, but there are educational benefits for both roles. The moderate amounts of undressing involved encouraging students to consider issues surrounding body image; this informs their attitudes towards future patients. Body painting is a useful adjunct to traditional anatomy and clinical skills teaching. The fun element involved in the delivery of this teaching defuses the often formal academic context, which in turn promotes a positive learning environment. Anat Sci Educ 3:33-38, 2010. © 2009 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Background: Standardised patient (SP) is an umbrella term used to refer to simulated patients as well as actual patients both of whom present their symptoms in a standardised manner. This study was conducted to find out the perception of the medical students and faculty on using standardised patients for clinical teaching. Description: A mixed methods study was conducted at Shri Sathya Sai Medical College and Research Institute among undergraduate medical students, faculty and SPs. As a part of II MBBS teaching, standardised patients were involved for clinical teaching for history taking and general examination. At the end of clinical posting, feedback and perception of using standardised patient was collected using a pretested and validated questionnaire using google form, a focus group discussion will be conducted among faculty involved in teaching students using standardised patients to find out the advantages, disadvantages, challenges and recommendation of using standardised patient and an in-depth Background: Standardised patient (SP) is an umbrella term used to refer to simulated patients as well as actual patients both of whom present their symptoms in a standardised manner. This study was conducted to find out the perception of the medical students and faculty on using standardised patients for clinical teaching. Description: A mixed methods study was conducted at Shri Sathya Sai Medical College and Research Institute among undergraduate medical students, faculty and SPs. As a part of II MBBS teaching, standardised patients were involved for clinical teaching for history taking and general examination. At the end of clinical posting, feedback and perception of using standardised patient was collected using a pretested and validated questionnaire using google form, a focus group discussion will be conducted among faculty involved in teaching students using standardised patients to find out the advantages, disadvantages, challenges and recommendation of using standardised patient and an in-depth [ABSTRACT FROM AUTHOR]

Background Undergraduate teaching in occupational medicine in UK medical schools is in decline. We developed a teaching programme for the new curriculum at our medical school, and then used student evaluation to tailor it to students' perceived learning needs.Aims To examine medical students' perception of a teaching session in occupational medicine after changes made in the light of earlier student evaluation, and in particular their views on the inclusion of a workplace visit.Methods Questionnaire evaluation feedback completed immediately after teaching sessions, triangulated with a student focus group session conducted by an external facilitator to explore what students valued most and least and why. Comparison of student evaluations before and after changes introduced in the light of student evaluations.Results Students' perception of the usefulness and relevance of the session significantly improved after the changes. Students consistently identified the use of case scenarios as helpful but demonstrated a dichotomy of opinion about the value of a workplace visit. Overall, students valued the brevity of the session that resulted from removing the workplace visit.Conclusions It is possible to enhance students' perception of the value of a teaching session by modifying the session in the light of student-based evaluation. [ABSTRACT FROM AUTHOR]

Background: This study examines whether or not the ACS ATLS Subcommittee’s Trauma Evaluation and Management (TEAM) course is more appropriate for third (Y3) or fourth year (Y4) medical students. Materials and methods: Y3 and Y4 students were divided into control (CTL: 41 Y3, 17 Y4) and experimental (EXP: 39 Y3, 17 Y4) groups. The EXP groups had a 20-item, multiple-choice question exam before, and a similar exam after TEAM. The control CTL group took both exams prior to TEAM. Repeated measures analysis of variance was used for statistical comparison with group and year as between subject factors and with P &#60; 0.05 being considered statistically significant. Results: For the Y4 CTL, pretest was 58.8 ± 10.5% and posttest was 54.4 ± 11.2%. For the Y3 CTL, pretest was 53.0 ± 11.8% and posttest was 47.6% ± 11.4%. For the Y4 EXP, pretest was 59.4% ± 11.5% and posttest was 69.1 ± 8.3%. For the Y3 EXP, pretest was 49.2 ± 11.4% and posttest was 55.0 ± 10.9%. The difference between experimental and control groups was statistically significant (P = 0.042). The scores for Y4 were higher than Y3 in all groups (P &#60; 0.001). The distribution of scores of Y4 control was nearly identical to Y3 experimental, suggesting that the improvement with TEAM in Y3 was equivalent to the improvement following the traditional curriculum in Y4 without TEAM. Conclusions: Y3 and Y4 students improved their performance following TEAM, but Y4 students had greater improvement. Y4 students without TEAM achieved scores similar to or greater than students who completed TEAM in Y3. TEAM appears to be more effectively directed to Y4 medical students. [Copyright &y& Elsevier]

The article discusses how medical students can be taught the techniques of consultation procedure in primary care. Teaching consulting skills in primary care requires medical students to have an understanding of the nature of illness, that illness is a dynamic process and patient safety is at the heart of the consultation. A simple visual model, ``The Wagon Wheel,'' is described which can be used to teach students about consultation.

Background: Effective communication between healthcare providers and patients has been established as a vital element in medication compliance and patient safety. Medical curricula worldwide include medication-related counselling skill as a learning outcome for medical graduates. However, this aspect of health-care training is frequently informal and poorly structured in most medical schools. This paper provides an interesting view of students' experiences of using a checklist-based approach to develop and practice patient counselling in relation to prescribed medications. Methods: The authors describe introduction of a thirteen item "Patient Education Checklist" (PEC) as part of an optional checklist based exercise (CBE) in year 4 and 5 clinical blocks. Students consulted PEC to discuss relevant practical issues related to medication intake with their patients. Students were expected to submit reflective case summaries regarding their experience of using PEC to counsel patients over a two-week period. The textual data from student submissions was analysed using inductive content analysis. Results: We received 13 year4 and 17 year5 student submissions. A content analysis of student reflections identified four dominant themes 1.Enhancement in self-confidence in relation to patient education (86.7%), 2. PEC perceived useful for patient counselling (83.3%), 3. Recognising variation in health literacy levels of patients (50%), 4.Fear of overloading the patient with information (23.3%). Students realised the need to present the medication related knowledge in simple language and tailor the amount of information as per patients' understanding. Student reflections included interesting observations about the wide variation in health literacy of patients and insights into patients' concerns and frequent misconceptions about medicines. Conclusion: Students perceived PEC as a useful tool in adding focus and structure to student patient interactions. They report that it substantially improved their confidence and added quality to patient encounters. Future research is required to assess the effect of CBE on medication compliance and therapeutic outcome. PEC might serve as a useful resource for pharmacy and nursing students. [ABSTRACT FROM AUTHOR]

We studied the feasibility of teaching primary care to undergraduate medical students in an outpatient department (OPD) using a specially developed teaching package. Teaching was conducted in four 30 min sessions during a 4 week rotation term, and a test was offered at the end. We concluded, on the basis of grades achieved in the test, that it is feasible to impart primary care knowledge through OPD teaching using structured teaching goals for teachers. [ABSTRACT FROM AUTHOR]