Journal of contemporary medical education最新文献

{"title":"Music medicine course for medical students in Hungary","authors":"J. Kollár, Pál Kovágó, E. Czeglédi","doi":"10.5455/JCME.20160516010926","DOIUrl":"https://doi.org/10.5455/JCME.20160516010926","url":null,"abstract":"Objective: In 2006 a Music Medicine credit course was initiated on Medical and Health Science Centre of University of Debrecen, Hungary for helping the medical students to gain more knowledge about Music Medicine and to dissolve prejudices and misbeliefs about the topic. The aims of the study besides the introduction of the course was thematic quantitative and qualitative analysis of the students’ evaluation about the course (n=150). Methods: A short, six-item questionnaire concerning the evaluation of the course was constructed for the purpose of this study. We used both qualitative and quantitative analysis. All of the participants (n=150) in the cross sectional survey were 1th to 6th year medical university students Medical and Health Science Centre of University of Debrecen, (Hungary). Data were collected between the years 2006–2012. Results: Evaluation of the course proved to be especially favourable regarding every measured aspects. The most favourable score showed the evaluation of the teacher and the least one was the individual participation. Content analysis resulted in four content categories, namely group cohesion, self-awareness, practical focus, and new perspective. Conclusions: Besides transferring useful information regarding the possibilities of applying music in medical practice a new as a “side-effect” the course improved the group cohesion between students, and helped them to overcome their shyness, and be more open to their fellow students.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"71-76"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813094","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":"Developmental studies on community-based education in Pamukkale university faculty of medicine (Turkey): Interprofessionaleducational approach -","authors":"Dilek Akdoğan, A. Ergin, I. Akdoğan, Izlem Kabalı, Hanım Ahu Ural","doi":"10.5455/JCME.20160516010939","DOIUrl":"https://doi.org/10.5455/JCME.20160516010939","url":null,"abstract":"Objective: Pamukkale University Faculty of Medicine uses a problem-based learning and student-centered education with aiming to give strengths to the students regarding the skills in public health and preventive medicine. In the context of improving community-based education and integrating the interprofessional education into community-based education, the “Home visits for health services” has been integrated into the medical curriculum in the 6th year medical students. The resident physicians and Home Health Services teams were divided into groups for home visits. Interprofessional education aims to enable the 6th year medical students to recognize the bedbound and disabled patients in the province of Denizli in terms of biological, psychological and social perspectives as well as to appreciate the importance of these with acting in concert with the professional health team. Methods: An interns-oriented questionnaire has been prepared to assess the actualization rate of these goals. The questionnaire includes 4 questions about recognition of community health problems, 3 questions about health organization and direction, 2 questions about team work, 2 questions about professional and ethical values, and 1 question about interprofessional education. Results: In the analysis of results, the highest score was obtained for the question of “This training has helped to develop my ability to facilitate showing empathy towards the patients and to improve my humanistic and ethical values”. Again, the question of “This training helped me to recognize the problems of bedbound and disabled patients” received a high score. There was not a statistically significant difference between the 6th year student groups (p>0.05). Conclusions: It was found that this training helped the students to better recognize the community health problems, to show empathy, to develop humanistic and ethical values and to recognize the problems of disabled and bedridden patients.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"77-82"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813107","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":"Evaluation of ICT skills of Dental Educators in the Dental Schools of India- A questionnaire study","authors":"N. Deshpande, Anshula Deshpande, Elizabeth Robin","doi":"10.5455/JCME.20170119025603","DOIUrl":"https://doi.org/10.5455/JCME.20170119025603","url":null,"abstract":"Background: The Information and Communication Technology (ICT) has evolved into an essential part of our lives. The ICT is increasingly used in various ways in higher education especially dental and medical education. Aim: To provide a valid and reliable assessment of the level and nature of ICT knowledge and skills among Dental Educators. Material and Methods: The questionnaire study was designed to assess the competencies of the dental educators towards ICT. The 320 questionnaires received were analyzed to assess the level of skills and knowledge. Results: The majority of respondents were confident in managing computer files and doing routine activities like Word Processing, PowerPoint Presentations and use of internet, while felt the need of further training on the aspects like Video and audio recoding, Projectors and use of online course materials. Conclusion: The results of the study indicated the need to refine the ICT skills among the dental faculties for its optimum use in teaching and learning procedures in the dental schools.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"44 1","pages":"149-152"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813249","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 review of the academic and grey literature on the Academic Foundation Programme","authors":"D. Darbyshire, P. Baker, S. Agius, S. Mcaleer","doi":"10.5455/JCME.20170119025621","DOIUrl":"https://doi.org/10.5455/JCME.20170119025621","url":null,"abstract":"The purpose of this study was to review the academic and grey literature specific to the Academic Foundation Programme. This was performed as part of a broader review of the programme. In the United Kingdom the Academic Foundation Programme (AFP) is a competitive entry entity running parallel to the Foundation Programme, the first two years of clinical practice and training for new medical graduates. An electronic search of online journal databases was performed. This was supplemented by hand searching of medical education journals. Grey literature was identified by searching websites of relevant governmental and non-governmental organisations. Eleven academic journal articles and four pieces of grey literature were identified. Personal accounts dominated and shared several positive features of the programme including gaining research skills and having a degree of work freedom balanced with the limitations of a four-month block and frustration at the pace of progress. The personal accounts were supplemented by a small-scale qualitative interview study and an online questionnaire study. The literature pertaining to the AFP is almost entirely positive but is lacking in both critical discourse and higher level evaluation, future studies must move forward in terms of rigour to help our understanding of what does and does not work for early medical academics, and perhaps more importantly, why this might be the case.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"14 46 1","pages":"165-170"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813265","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":"Usefulness of Animal Simulator Software in teaching Amphibian Physiology Practical for 1st Prof MBBS Students","authors":"Sanhita Mukherjee, D. Mukhopadhyay, Piyali Das","doi":"10.5455/JCME.20160107115900","DOIUrl":"https://doi.org/10.5455/JCME.20160107115900","url":null,"abstract":"Background & Objectives: Amphibian experiments in Physiology Practical classes are at present taught by using simple lecture-demonstrations as killing of animals for laboratory use has become controversial especially after the intervention of animal rights activists. Animal Simulation method could be used as an alternative to it.The present study tried to see the knowledge gained by the 1st Prof MBBS students by using Animal Simulation model in Amphibian Physiology Practical classes as compared to conventional Lecture-Demonstration method. It also tried to find out that the difference in knowledge gain by Poor performing students as compared to Good Performers. The student’s Perception on this simulation based T-L Methodology was also surveyed. Material & Methods: This interventional, prospective study was done in the department of Physiology, B. S. Medical College, Bankura, after obtaining proper written approval from the institutional ethics committee. Pre-test was conducted by a validated Questionnaire consisting 25 MCQs. Then the class of 150 1st Year medical students was divided into two groups of 75 students each by Systematic Random Sampling. Group 1 or Case attended Animal Simulation ((Reed Elsevier India Pvt. Ltd, product@animalsimulator.com) Method while other batch of students (Group 2, Control) attended Lecture-demonstration. After 15 days both the groups were tested with the same questionnaire (Post Test). Pre-Test & Post-Test scores were analyzed using SPSS statistical software. Group 1 student’s perception to the simulation based teaching was surveyed by a questionnaire. Cross over was done after completion of the study. Result: The new method of Simulation based teaching of nerve-muscle Physiology of 1st Prof MBBS students was found more effective than the Traditional Lecture- Demonstration method. This new method is particularly helpful for slow learners. Students also found it interesting, student centric and useful. Conclusion: Simulation based teaching of Amphibian Physiology is a better method that needs to be implemented on a wider scale in 1st Prof MBBS Physiology curriculum.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"21-25"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812715","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":"Flipping the switch: The feasibility of a think aloud flipped-classroom approach to clinical reasoning instruction","authors":"R. Strowd, C. Gamaldo, Anthony B. Kwan, Tiana E. Cruz, R. Salas","doi":"10.5455/JCME.20160516010954","DOIUrl":"https://doi.org/10.5455/JCME.20160516010954","url":null,"abstract":"Background: Clinical reasoning is a fundamental skill in medical and allied health professions. Implementation of the evidence-based “think aloud” method (i.e. describing cognitive processes through verbalization) for teaching clinical reasoning has been variable due to time and resource constraints in healthcare education. Materials & Methods: To explore the feasibility of implementing the think aloud method for teaching clinical reasoning, we piloted a flipped-classroom model of instruction to free live-synchronous educational time in a medical school clerkship. Two asynchronous web-based videos were implemented prior to synchronous case-based discussion applying the think aloud method. Performance was assessed by baseline and end-of-clerkship examination and NBME shelf exam; clinical skills by clinical evaluation; satisfaction and student learning styles by survey. Results: The flipped-curriculum was piloted in 38 students; mean age 25+2.2 years; 63% male. Baseline knowledge was low (mean baseline score 43+21%) and improved significantly (mean final score 70+23%; increase 29%, 95%CI 20-37%, p","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"33 1","pages":"40-46"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813162","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":"Need to navigate undergraduate medical curriculum towards developing research skills","authors":"Meenakshi Bhilwar, R. Upadhyay, D. Dabar, T. Das, S. Daral","doi":"10.5455/JCME.20160204113109","DOIUrl":"https://doi.org/10.5455/JCME.20160204113109","url":null,"abstract":"India is coming up as a leader in medical research in recent times and consequently, requires a plethora of medical personnel trained in research. The foundation of sound research sense can be laid down during the undergraduate level and the medical curriculum should include research as one of its important component. In India, there is insufficient exposure to scientific research in medical education as research techniques and methodologies are currently not an integral component of the undergraduate medical curriculum. Undergraduate medical students in India have limited opportunities to participate in research. This is largely due to the fact that the focus of medical education in India, as such, is more on clinical practice and direct patient care and research training is still a neglected element. Moreover, prior research experience and publications do not figure in the selection procedure for post-graduation, unlike in developed countries where an experience in research and a couple of publications makes the resume stand out. In India, undergraduates can hardly foresee any advantage of involving themselves in research, neither in monetary terms nor in terms of academic advantage. It is the need of the hour that undergraduate curriculum should make a niche for training in research and this is essential to produce well informed doctors and an adept researcher. The current paper defines the contours of the areas which could be worked upon in order to promote undergraduate research learning. Editorial WHY FOCUS ON RESEARCH AND WHY MEDICAL DOCTORS? Research is required to discover new knowledge, help in the refinement of current knowledge and essentially in the advancement of science. According to World Health Organization, research leading to evidence and reliable information are the foundation for sound health policies [1]. This is the era of evidence-based medicine and demands that physicians are well versed with conducting research as well as critically absorbing research findings from latest research in various medical fields. Immersion into research would nurture a plethora of essential skills such as critical appraising, problem troubleshooting, novel idea generation and thoughtful judgement. Getting involved in research early in their career would help in sensitizing promising doctors to the ethical issues involved in patient care and research. This will possibly get reflected in their attitude not only towards research but also in the way they approach their patients. HOW DEVELOPED NATIONS ARE BETTER OFF IN RESEARCH INVOLVING MEDICAL UNDERGRADUATES The foundation for building of sound medical health research environment should be laid from the undergraduate period. Developed countries have strongly knit research programs for medical students in academics. For instance, Case Western Reserve University School of Medicine (CWRU) in the US implements a mandatory four months research block for undergraduate students where these students are ","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"18-20"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812656","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 self-efficacy beliefs on learning strategies: towards learning Human Anatomy at College of Medicine -","authors":"L. H. Tembo, F. Ngwira","doi":"10.5455/JCME.20160603033340","DOIUrl":"https://doi.org/10.5455/JCME.20160603033340","url":null,"abstract":"Objective: The study was designed first, to find out from the medical students if their perceived self-efficacy is related to their use of cognitive learning strategies; second, to asses if, in terms of gender and parent education, differences do exist in their levels of self-efficacy and their use of the cognitive strategies. Method: This was a cross section study which employed a pre-tested questionnaire, Motivated Strategies for Leaning Questionnaire (MSLQ), scored on a Likert Scale. The study population was made up of first year medical students after consenting to take part in the study. There was an 86% response rate. Results: Self-efficacy positively predicted both learning strategies of shallow [β = 0.47] and deep [β = 0.42]. There were no significant differences between male and female students on both shallow and deep learning strategies, and self-efficacy beliefs (p < 0.05). First generation students had higher levels of cognitive learning strategies in both shallow (p < 0.05) and deep (p < 0.01) learning strategies. Conclusion: Self efficacy is therefore important for adoption of study habits in medical students with respect to the learning of Anatomy. It is therefore imperative to employ methods that will yield high self-efficacy in students.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"46 1","pages":"47-53"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812791","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":"Defining the role of a medical student during a sub-internship","authors":"Dharam Persaud-Sharma, Frederick W Anderson","doi":"10.5455/JCME.20160801125944","DOIUrl":"https://doi.org/10.5455/JCME.20160801125944","url":null,"abstract":"Sub-internships are generally regarded as being highly valued learning experiences and opportunities for matching at a desired residency program. It provides medical students with the opportunity to demonstrate their knowledge and skillset honed throughout their years of medical education. However, many novice students do not have clear guidelines as to how they are perceived by faculty and administration while they are rotating during their sub-I. This is further complicated by the varying roles of students during an observership, and clinical year core rotations. This brief manuscript aims to provide students with a faculty oriented perspective as to the general expectations of students during clinical training at various stages of their medical education.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"123-124"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812932","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":"Do general practitioners predominantly see patients with coughs and colds: Medical students’ and the general public’s perceptions -","authors":"N. Koehler","doi":"10.5455/JCME.20161007103923","DOIUrl":"https://doi.org/10.5455/JCME.20161007103923","url":null,"abstract":"Introduction: Anecdotally it is perceived that general practitioners (GPs) predominantly see patients with coughs and colds. The aim of the study was to ascertain medical students’ and the general public’s perceptions of what problems they believe GPs in Australia manage. Method: An anonymous online survey was completed by 357 medical students and 183 members of the general public. Results: Students and the general public generally had similar perceptions. Respiratory conditions were most frequently mentioned in response to asking participants to list the five most common problems they think GPs manage. When subsequently asked to rank order a list of 15 problems managed by GPs, prescriptions was ranked first by the largest percentage of participants. Upper respiratory tract infections were second and third most commonly ranked first by the general public and students respectively. More than half of all students with a non-general practice career preference and the general public either agreed or strongly agreed with the statement ‘GPs predominantly see patients with coughs and colds.’ Discussion: It is possible that medical students’ erroneous perceptions in regards to the type of problems GPs manage contributes to their decision as to whether to pursue a career in general practice.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"107-112"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812961","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}