The British Student Doctor Journal最新文献

{"title":"A contemporary review of LGBTQ+ healthcare teaching in the UK medical curriculum","authors":"Alice Barber, Alexander Flach, E. Pattinson","doi":"10.18573/bsdj.317","DOIUrl":"https://doi.org/10.18573/bsdj.317","url":null,"abstract":"Background: Changing societal views and the increasing prevalence of online education has created an environment ideal for the evolution and change of the medical curriculum. One area in need of improvement is LGBTQ+ health care teaching. Current literature demonstrates that LGBTQ+ individuals have higher levels of poor mental and physical health than heterosexual, cis-gender individuals (6). Therefore, it is key that the medical curriculum is made more inclusive of the LGBTQ+ population to ensure future doctors can provide inclusive care. This review aimed to examine the current literature on LGBTQ+ health care teaching in UK medical curricula, identify potential barriers to change, and explore efforts to improve the LGBTQ+ health care teaching in the UK. Methods: Literature searches were carried out using the PRISMA framework. The databases used were PubMed, Ovid, Embase, AMED, Global Health and Scopus. The searches were carried out in July 2021. Results: 15 relevant papers were reviewed. Three main themes were identified, 1) medical students (or medical schools) believed current education on LGBTQ+ health care was insufficient, 2) students reported wanting more in-depth practical education on LGBTQ+ health, 3) the potential impact of a lack of LGBTQ+ health care education on clinicians’ confidence and ability to treat LGBTQ+ patients. Discussion: LGBTQ+ health care is lacking in the UK medical curriculum which has the potential to negatively impact patients. The teaching that is present is firstly inconsistent which leads to disparities and unreliability for LGBTQ+ patients. It is also heavily focused on sexual health which can lead to damaging stereotypes. Despite there being barriers to improving LGBTQ+ health care education, we present practical suggestions to overcome these. Further research should explore in greater depth the level of knowledge of medical students on LGBTQ+ health care, and their perceptions of curriculum improvements, in order to establish a basis for future curriculum change.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132663490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating undergraduate medical education on myalgic encephalomyelitis/chronic fatigue syndrome","authors":"V. Reid, N. Muirhead","doi":"10.18573/bsdj.308","DOIUrl":"https://doi.org/10.18573/bsdj.308","url":null,"abstract":"Background and Objectives: ME/CFS is a poorly understood, highly stigmatised condition which significantly reduces patients’ quality of life. ME/CFS had been identified as a gap in many health professionals’ knowledge, therefore this research aims to explore the understanding of ME/CFS amongst UK medical students. Methods: An online survey developed using Redcap was distributed to participants who were recruited via social media or via medical societies' emails. The participants were undergraduate UK medical students. Results: 94 students completed the survey from more than 16 medical schools. 35% of the students did not know what ME/CFS is and 88% say that the disease has not been covered in their course so far. 89% of participants would like to learn more about ME/CFS, specifically through elearning and videos. Discussion: Participants were generally unaware of ME/CFS and its symptoms and had not received relevant teaching or exposure to the disease. Education on ME/CFS within undergraduate UK medical schools is currently inadequate and the interest expressed by students in this survey demonstrates a new teaching opportunity for UK medical schools.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125965644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Immunosenescence and severity of COVID-19","authors":"Omar Elhelw, Sharanniyan Ragavan, Waseem Majeed, A. Syed","doi":"10.18573/bsdj.286","DOIUrl":"https://doi.org/10.18573/bsdj.286","url":null,"abstract":"Summary: Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection causes coronavirus disease 2019 (COVID-19). It is associated with significant morbidity and mortality, and socio-economic disruption globally. Increasing age and ageing-associated comorbidities such as obesity, type 2 diabetes, and chronic cardiac, respiratory, kidney and liver diseases are associated with greater risk of adverse outcomes including severe illness, hospitalisation, intensive care admission and death. Older individuals are disproportionately affected regardless of pre-existing comorbidities. Ageing-related changes to the immune system results in a less effective response to novel pathogens. Atrophy of the thymus and a consequentially reduced T cell receptor (TCR) repertoire maybe responsible for the increasing severity of infection with advancing age, as T cells play a crucial role in viral clearance generally and in COVID-19. Vaccination programmes are currently gaining momentum and could potentially provide a route out of the pandemic. Relevance: Viral pandemics are not uncommon; H1N1, Ebola, Zika, SARS, Middle East respiratory syndrome (MERS) and now COVID-19 have been a significant cause of public disturbance, morbidity, and mortality over the past two decades. We are likely to continue to encounter novel viral pathogens increasingly commonly in the coming years. Medical students should therefore develop an understanding of the immune response to viruses and take this opportunity to familiarise themselves with the features of the COVID-19 pandemic. An appreciation of immunosenescence is also key as our communities continue to age. Take home messages: • Symptoms of COVID-19 are heterogenous; individuals can be asymptomatic, have mild flu-like symptoms or severe respiratory disease and systemic complications. • A potent T cell and B cell response is present with SARS-COV-2 infection, with antibodies targeting the viral spike protein. • Immunosenescence is associated with a poorer response to novel and evolving pathogens. • Vaccines show high efficacy against COVID-19 and mass vaccination programmes could be the route out of the pandemic.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127857780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of COVID-19 on medical students completing audits in primary care","authors":"Nowshin Sultana, Nour Khattab, Hafssa Anfishi, P. Oakeshott, Komal Chadha","doi":"10.18573/bsdj.231","DOIUrl":"https://doi.org/10.18573/bsdj.231","url":null,"abstract":"This is a response to an article by Ross Et al on the impact of COVID-19 on medical students, in particular to clinical audits undertaken in June 2020. A few of the challenges faces by medical students when obtaining data for clinical audits and how they were able to overcome them.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"469 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122740032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The online mock OSCE - a mixed-methods analysis of its benefits and overall student experience","authors":"Calvin Coe, Pauline Bryant","doi":"10.18573/bsdj.307","DOIUrl":"https://doi.org/10.18573/bsdj.307","url":null,"abstract":"Background The social distancing requirements of the COVID-19 pandemic have resulted in an inability to deliver traditional, face-to-face Mock OSCEs; a means of clinical skill learning that has been shown to be beneficial to students. This study investigated the ability of an Online Mock OSCE to replace the in-person format and assessed whether similar benefits could be obtained by this method of delivery. Methods A student-run Online Mock OSCE was designed and rolled out to Year 2 undergraduate medical students; a questionnaire was then distributed to 43 students who consented to be involved in the research. Both quantitative and qualitative data were collected, with interpretation carried out via paired sample t-tests and supplementary thematic analysis. Results Comparison of pre-and-post-OSCE scores demonstrated a significant decrease in anxiety both towards summative OSCEs with similar stations and with different stations. Student confidence levels and self-reported retention of clinical skills showed statistically significant increases as a result of the Online Mock OSCE. Students had a strongly positive opinion of the process; analysis of written responses identified the provision of useful feedback on clinical skills, allowance of recognition of knowledge gaps, and enablement of increased familiarity with the assessment process as common justifications for this. Conclusions The Online Mock OSCE represents an excellent alternative to face-to-face delivery; it is well-received by students and offers a number of benefits, including decreased anxiety levels, increased confidence and improved self-reported retention of clinical skills, alongside logistical advantages of the online process. This study gives evidence for its continuing adaptation and inclusion within the medical curriculum even as in-person practice becomes feasible once more, such are the extensive assets it offers, and the potential for the method to be utilised within blended learning.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"352 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122845191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can microteaching inform reflective practice?","authors":"Charlie Taylor, S. Border","doi":"10.18573/bsdj.291","DOIUrl":"https://doi.org/10.18573/bsdj.291","url":null,"abstract":"Microteaching was first introduced by Dwight W. Allen in the sixties and since then it has become a pivotal aspect of teacher training, particularly within medical education. As a form of teacher training, it enables teachers to reflect upon effective practice by implementing a deliberate cyclical reflection process. The importance of such reflective practice within medical education is well established. However, rarely is it regularly or successfully undertaken and the traditional ‘see one, do one teach one’ approach to teaching and training is widely disputed and in need of revival so that it may better reflect the shifting cultural, social and political restrictions and expectations placed on medical professionals. A plan, do, reflect, re-plan, re-do and re-reflect schema as adapted from the practice of microteaching provides a clear framework on how best to reflect on one’s own practice and therefore acts as a positive initial step towards improving self-reflection within medical education. \u0000","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130817101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A medical student’s perspective on teaching and attitudes in the COVID-19 pandemic","authors":"Isabelle M Dudley, E. Windle","doi":"10.18573/bsdj.254","DOIUrl":"https://doi.org/10.18573/bsdj.254","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115185170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching doctors how to teach","authors":"Charlie Taylor, S. Border","doi":"10.18573/bsdj.258","DOIUrl":"https://doi.org/10.18573/bsdj.258","url":null,"abstract":"Doctors are required to actively participate in the training and teaching of their colleagues and therefore must be competent at teaching others. However, opportunities to develop these required teaching skills are lacking in the current medical curricula. Consequentially, trainees are forced to look beyond the restraints of their standard curriculum. Near-peer teaching (NPT) appears to provide a fitting solution to the current lack of teacher training in medical education. NPT demonstrates well-documented benefits to the teacher, learner and faculty and is supported by several well-established pedagogical theories. Considering the requirement of future doctors to act as teachers and the importance of these skills, it may be appropriate to recommend that NPT no longer acts as a supplement to medical education, but rather as a core feature so that it may address the often ignored and neglected curricula component of teaching skills.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132615772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is earning detrimental to learning? Experiences of medical students from traditional and low socioeconomic backgrounds","authors":"Melissa Anane, S. Curtis","doi":"10.18573/bsdj.297","DOIUrl":"https://doi.org/10.18573/bsdj.297","url":null,"abstract":"Background: Medical schools are striving to produce a representative workforce through admissions processes that actively encourage applications from students with backgrounds of social and financial disadvantage. Such medical students frequently have reduced financial support and need to undertake paid employment while studying. However, there is limited evidence to show how a lack of financial support and undertaking paid employment impacts those studying for medical degrees, who are not from affluent backgrounds. Method: A mixed methods approach was used for this single site, exploratory study. A questionnaire on paid employment was distributed to undergraduate medical students. Those respondents in employment were invited to attend an interview to further explore their experiences. Interviews were recorded, transcribed, and analysed using inductive thematic analysis. Results: Questionnaire responses from 199 medical students were received and 11 semi-structured interviews conducted. Most students undertook paid employment during medical school and stated it had some benefits. However, the negative impact of paid employment was greater for LSE students: those who met the medical school’s widening participation criteria. LSE students reported work was a necessity rather than a choice. They also had additional stress of financial responsibility for others, including parents or partners. Discussion: Compared to traditional medical students, LSE students report increased negative experiences from undertaking paid employment, with greater financial responsibility for themselves and others during their studies. Medical schools have a responsibility to adapt and provide appropriate support for all students. It is vital to understand and acknowledge the additional challenges students from LSE backgrounds face.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114994034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A student selected component (SSC) in applied forensic medicine and pathology: 'the language of trauma'","authors":"R. Jones","doi":"10.18573/bsdj.305","DOIUrl":"https://doi.org/10.18573/bsdj.305","url":null,"abstract":"Summary Forensic medicine and forensic pathology are rarely taught at undergraduate level in medical schools in the UK. Student Selected Components (SSCs) offer a means by which subjects that are ‘beyond the core’ can be explored, and this article describes one such SSC in forensic pathology in which students explored ‘the language of trauma’ relevant to safeguarding vulnerable patients. Relevance Medical students will be exposed to injured patients in whichever setting they practice medicine, be it in the community or in secondary care settings. Being able to identify and assess wounds and injuries, and their distribution on their patients, is essential not only for patient management purposes, but also for meeting safeguarding needs. Take home messages Although most medical students will not become forensic physicians or forensic pathologists, all doctors have an important safeguarding role, requiring them to be able to identify and assess wounds and injuries suggestive of assault. An SSC that emphasises the forensic assessment of wounds and injuries provides a useful way in which medical students can learn ‘the language of trauma’ relevant to their future clinical practice.","PeriodicalId":215858,"journal":{"name":"The British Student Doctor Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128762109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}