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An identity crisis: the need for core competencies in undergraduate medical education
Jeffrey B. Russ,Anna Sophia McKenney,Ankit B. Patel
Medical Education Online , 2013, DOI: 10.3402/meo.v18i0.21028
Abstract: A medical student perspective on the role of core competencies in undergraduate medical education in light of medical education reform associated with recent Flexner II.
Undergraduate medical research: the student perspective
Louise N. Burgoyne,Siun O'Flynn,Geraldine B. Boylan
Medical Education Online , 2010, DOI: 10.3402/meo.v15i0.5212
Abstract: Background: Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a) gauge students’ awareness of research activities, (b) compare students’ perceptions of their transferable and research-specific skills competencies, (c) determine students’ motivation for research and (d) obtain students’ personal views on doing research. Methods: Undergraduate medical students (N=317) completed a research skills questionnaire developed by the Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills (CETL-AURS) at Reading University. The questionnaire assessed students’ transferable skills, research-specific skills (e.g., study design, data collection and data analysis), research experience and attitude and motivation towards doing research. Results: The majority of students are motivated to pursue research. Graduate entrants and male students appear to be the most confident regarding their research skills competencies. Although all students recognise the role of research in medical practice, many are unaware of the medical research activities or successes within their university. Of those who report no interest in a career incorporating research, a common perception was that researchers are isolated from patients and clinical practice. Discussion: Students have a narrow definition of research and what it entails. An explanation for why research competence does not align more closely with research motivation is derived from students’ lack of understanding of the concept of translational research, as well as a lack of awareness of the research activity being undertaken by their teachers and mentors. We plan to address this with specific research awareness initiatives.
Student’s Accreditation of integrated Medical Education in Nepal  [PDF]
Indrajit Banerjee, Akhilesh Chandra Jauhari, Ajay Chandra Johorey, Sudesh Gyawali, Archana Saha
Asian Journal of Medical Sciences , 2011, DOI: 10.3126/ajms.v2i1.3592
Abstract: Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching & learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors.
Medical education: Historical perspective  [PDF]
H Dixit
Kathmandu University Medical Journal , 2009, DOI: 10.3126/kumj.v7i1.1754
Abstract: Normal 0 false false false MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable{mso-style-name:"Table Normal";mso-tstyle-rowband-size:0;mso-tstyle-colband-size:0;mso-style-noshow:yes;mso-style-parent:"";mso-padding-alt:0cm 5.4pt 0cm 5.4pt;mso-para-margin:0cm;mso-para-margin-bottom:.0001pt;mso-pagination:widow-orphan;font-size:10.0pt;font-family:"Times New Roman";mso-ansi-language:#0400;mso-fareast-language:#0400;mso-bidi-language:#0400;} doi: 10.3126/kumj.v7i1.1754 ? ? Kathmandu University Medical Journal (2009), Vol. 7, No. 1, Issue 25, 1 ??
Simulation in Medical Student Education: Survey of the Clerkship Directors in Emergency Medicine  [cached]
Corey Heitz,Raymond Ten Eyck,Michael Smith,Michael Fitch
Western Journal of Emergency Medicine : Integrating Emergency Care with Population Health , 2011,
Abstract: Introduction: The objective of this study is to identify (1) the current role of simulation in medical student emergency medicine (EM) education; (2) the challenges to initiating and sustaining simulationbased programs; and (3) educational advances to meet these challenges. Methods: We solicited members of the Clerkship Directors in Emergency Medicine (CDEM) e-mail list to complete a Web-based survey addressing the use of simulation in both EM clerkships and preclinical EM curricula. Survey elements addressed the nature of the undergraduate EM clerkship and utilization of simulation, types of technology, and barriers to increased use in each setting. Results: CDEM members representing 60 EM programs on the list (80%) responded. Sixty-seven percent of EM clerkships are in the fourth year of medical school only and 45% are required. Fewer than 25% of clerkship core curriculum hours incorporate simulation. The simulation modalities used most frequently were high-fidelity models (79%), task trainers (55%), and low-fidelity models (30%). Respondents identified limited faculty time (88.7%) and clerkship hours (47.2%) as the main barriers to implementing simulation training in EM clerkships. Financial resources, faculty time, and the volume of students were the main barriers to additional simulation in preclinical years. Conclusion: A focused, stepwise application of simulation to medical student EM curricula can help optimize the ratio of student benefit to faculty time. Limited time in the curriculum can be addressed by replacing existing material with simulation-based modules for those subjects better suited to simulation. Faculty can use hybrid approaches in the preclinical years to combine simulation with classroom settings for either small or large groups to more actively engage learners while minimizing identified barriers.
Finding the Evidence in CAM: a Student's Perspective  [PDF]
Jeffrey Ghassemi
Evidence-Based Complementary and Alternative Medicine , 2005, DOI: 10.1093/ecam/neh111
Abstract: This commentary offers a future health care provider's perspective on the role of complementary and alternative medicine (CAM) in Western (namely, in US) medical education and practice. As a student of both public health and medicine in the United States, Jeffrey Ghassemi is interested in CAM's contribution to improving medical practice and teaching. The commentary highlights the ambiguous definitions of CAM to Westerners despite the rising popularity of and expenditures for alternative modalities of care. It then argues for collaboration between alternative and established medical communities to ascertain the scientific merits of CAM. It concludes by calling for a new medical paradigm that embraces the philosophies of both communities to advance education and patient care.
Teaching Pharmacology at a Nepalese Medical School: The Student Perspective  [cached]
Shankar PR, ,,Jha N,Bajracharya O,Shrestha R
Australasian Medical Journal , 2010,
Abstract: BackgroundKIST Medical College, Lalitpur, Nepal conducts problem-basedpharmacology learning during small-group practical sessions.The present study was carried out to obtain student feedbackregarding the sessions and suggestions for improvement.MethodThe questionnaire-based study was carried out among firstyear medical students during July 2009. Respondents wereenrolled after explaining the aims and objectives of the studyand obtaining written, informed consent. Basic demographicinformation and student agreement with a set of 30statements using a modified Likert-type scale was noted.ResultsSixty-four of the 75 students (86%) participated. The mediantotal score was 107 (maximum score 150) and was higheramong males, students from within the Kathmandu valley andself-financing students. The differences were not statisticallysignificant. The suggestions for improvement were improvingthe physical infrastructure of the lab and providing more timefor the practical exercises.ConclusionStudent opinion was favourable. The findings would be ofinterest to medical educators especially in developingcountries.
Medical student attitudes toward video games and related new media technologies in medical education
Frederick W Kron, Craig L Gjerde, Ananda Sen, Michael D Fetters
BMC Medical Education , 2010, DOI: 10.1186/1472-6920-10-50
Abstract: Medical students from two American universities participated. An anonymous, 30-item, cross-sectional survey addressed demographics, game play experience and attitudes on using new media technologies in medical education. Statistical analysis identified: 1) demographic characteristics; 2) differences between the two universities; 3) how video game play differs across gender, age, degree program and familiarity with computers; and 4) characteristics of students who play most frequently.217 medical students participated. About half were female (53%). Respondents liked the idea of using technology to enhance healthcare education (98%), felt that education should make better use of new media technologies (96%), and believed that video games can have educational value (80%). A majority (77%) would use a multiplayer online healthcare simulation on their own time, provided that it helped them to accomplish an important goal. Men and women agreed that they were most inclined to use multiplayer simulations if they were fun (97%), and if they helped to develop skill in patient interactions (90%). However, there was significant gender dissonance over types of favorite games, the educational value of video games, and the desire to participate in games that realistically replicated the experience of clinical practice.Overall, medical student respondents, including many who do not play video games, held highly favorable views about the use of video games and related new media technology in medical education. Significant gender differences in game play experience and attitudes may represent male video game design bias that stresses male cognitive aptitudes; medical educators hoping to create serious games that will appeal to both men and women must avoid this.In 2000, Charles P. Friedman published a remarkably farsighted paper that suggested that medical education had become "stuck" in space, time, and content[1]. A sweeping set of cultural and technological changes was creating di
Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school
Sarah Schiekirka, Deborah Reinhardt, Susanne Heim, G?tz Fabry, Tobias Pukrop, Sven Anders, Tobias Raupach
BMC Medical Education , 2012, DOI: 10.1186/1472-6920-12-45
Abstract: This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers.Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers.In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results.
Conflict Management in Student Groups - a Teacher’s Perspective in Higher Education
Markus Borg,Joakim Kembro,Jesper Notander,Catarina Petersson
H?gre Utbildning , 2011,
Abstract: Students working in groups is a commonly used method of instruction in higher education, popularized by the introduction of problem based learning. As a result, management of small groups of people has become an important skill for teachers. The objective of our study is to investigate why conflicts arise in student groups at the Faculty of Engineering at Lund University and how teachers manage them. We have conducted an exploratory interdepartmental interview study on teachers' views on this matter, interviewing ten university teachers with different levels of seniority. Our results show that conflicts frequently arise in group work, most commonly caused by different levels of ambition among students. We also found that teachers prefer to work proactively against conflicts and stress the student’s responsibility. Finally, we show that teachers at our faculty tend to avoid the more drastic conflict resolution strategies suggested by previous research. The outcome of our study could be used as input to future guidelines on conflict management in student groups.
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