Relevant bibliographies by topics / Medical students Australia Psychology

Academic literature on the topic 'Medical students Australia Psychology'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Medical students Australia Psychology"

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Todisco, John, Susan Hayes, and Douglas Farnill. "Career Motivations of Male and Female Medical Students." Psychological Reports 77, no. 3_suppl (December 1995): 1199–202. http://dx.doi.org/10.2466/pr0.1995.77.3f.1199.

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Australian medical students ( N = 645) were asked at the beginning of their training to rank the importance of a list of motivations relevant to their choice of medicine as a career. Both male and female students ranked the desire to help others as the most important motivation, closely followed by the scientific nature and the intellectual challenge of the profession of medicine. Both genders rated considerations of status and prestige as of low importance. These findings are similar to surveys from other countries chat have reported altruism and intellectual challenge as prime motivations for both genders.
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Theresa Ho, Maria, and Massimiliano Tani. "What medical students value from their teachers." Australian Health Review 31, no. 3 (2007): 358. http://dx.doi.org/10.1071/ah070358.

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As Australian medical educators become more accustomed to the increasing pressures imposed upon them, there is a risk that the traditional educational relationship between a student and his or her teacher is replaced by a pure transactional relationship between a customer and his or her supplier. A large sample of medical students surveyed revealed that medical students seem to value directed rather than independent learning. New approaches to teaching, such as being innovative or entertaining, as well as facilitating participation, do not appear to be very important to medical students. Medical students do not seem to have strong preferences when it comes to assessment, contradicting some of the fundamental suggestions of the recent educational literature, in which assessment is often viewed as a key element in the formation and the direction of learning. The fact that medical students seem to reject many of the paradigms of the psychology-based educational literature, at least based on the large sample surveyed at the University of New South Wales, suggests that caution should be used in the development of training programs for teachers in medical faculties, and that learning and teaching should ensure that students? expectations and teachers? training do not mismatch.
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Coman, G. J., B. J. Evans, and R. O. Stanley. "Scores on the Interpersonal Reactivity Index: A Sample of Australian Medical Students." Psychological Reports 62, no. 3 (June 1988): 943–45. http://dx.doi.org/10.2466/pr0.1988.62.3.943.

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Scores of a sample of 113 Australian medical students on the Interpersonal Reactivity Index are compared with the normative data. The comparison suggests that these medical students' scores are generally comparable. A comparison of 4th and 6th Year clinical students indicated few differences between these samples, the exception being the subscale “Fantasy” on which 6th Year women students scored significantly higher than the other three student samples. These data will be used in a longitudinal study of consulting skills training given to the 4th Year students.
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Evans, B. J., G. J. Coman, and R. O. Stanley. "Scores on the Profile of Nonverbal Sensitivity: A Sample of Australian Medical Students." Psychological Reports 62, no. 3 (June 1988): 903–6. http://dx.doi.org/10.2466/pr0.1988.62.3.903.

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Scores of a sample of Australian medical students on the Profile of Nonverbal Sensitivity are compared with the normative data. The comparison suggests that these medical students' scores are generally slightly higher than those of the normative group but comparable to those of USA college and medical student samples. A comparison of 4th and 6th Year medical student samples indicated no differences between measures. These data will be further used in a longitudinal study of the effects of traditional medical education on students' consulting skills.
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Meaklim, H., M. Monfries, I. C. Rehm, M. Junge, L. J. Meltzer, and M. L. Jackson. "1171 Commonly Encountered Yet Not Confident: Graduate Psychology Students’ Experience and Confidence Managing Sleep Disturbances." Sleep 43, Supplement_1 (April 2020): A447. http://dx.doi.org/10.1093/sleep/zsaa056.1165.

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Abstract Introduction Trainee psychologists receive minimal sleep education during graduate psychology training programs, despite the frequent co-occurrence of sleep disturbances in mental health conditions. This study aimed to explore graduate psychology students’ experience working with sleep disturbances and their perceived skills and confidence to assess and treat sleep problems in clinical practice. Methods Australian graduate psychology students (N = 163) completed a novel survey developed specifically for the study, inquiring about their experience, skills and confidence to manage sleep disturbances in clinical practice. Students perceived skills to manage sleep disturbances were recorded on a 7-point Likert scale, where 1 = ‘strongly disagree’ and 7 = ‘strongly agree’. Students’ confidence to treat specific sleep disorders was also recorded. Results Sixty-eight percent of students reported having already worked with a client who experienced a sleep disturbance as part of their training. However, students’ perceived skills to assess and treat sleep disturbances were low. Only 14.9% ‘agreed’ or ‘strongly agreed’ that they had the skills to assess and diagnose common sleep disorders (M = 3.22, SD = 1.75). Similarly, less than a quarter of students ‘agreed’ or ‘strongly agreed’ that they felt comfortable using common sleep-related assessments (23.7%; M = 3.56, SD = 1.96) or empirically-supported interventions for sleep disturbances (22.6%; M = 3.71, SD = 1.83). The majority of students reported they were ‘not confident at all’ to treat parasomnias (80.3%); hypersomnias (77.9%); OSA (71.3%); circadian rhythm disorders (50%) or insomnia (41%). Conclusion Graduate psychology students report low levels of confidence in assessing and managing sleep disturbances in clinical practice, despite over two-thirds of students already working with clients experiencing sleep difficulties. Clinical training in the management of sleep disturbances is required for graduate psychology students. Support N/A
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Evans, B. J., R. O. Stanley, G. D. Burrows, and B. Sweet. "Comparison of Skills Related to Effectiveness of Consultations: An Australian Sample of Medical Students." Psychological Reports 61, no. 2 (October 1987): 419–22. http://dx.doi.org/10.2466/pr0.1987.61.2.419.

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For a sample of 70 Australian medical students scores on tests of empathy and nonverbal sensitivity are compared with scores of the original normative groups for the tests. On the empathy measure, the present sample showed scores consistent with the norm group in each category except Personal Distress. Scores on the test of nonverbal sensitivity were generally consistent with data from a range of norm groups.
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McAllister, Margaret, Dixie Statham, Florin Oprescu, Nigel Barr, Teressa Schmidt, Christine Boulter, Penny Taylor, Jo McMillan, Shauna Jackson, and Lisa Raith. "Mental health interprofessional education for health professions students: bridging the gaps." Journal of Mental Health Training, Education and Practice 9, no. 1 (April 8, 2014): 35–45. http://dx.doi.org/10.1108/jmhtep-09-2012-0030.

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Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT.
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Valpied, Jodie, Karina Aprico, Janita Clewett, and Kelsey Hegarty. "Are Future Doctors Taught to Respond to Intimate Partner Violence? A Study of Australian Medical Schools." Journal of Interpersonal Violence 32, no. 16 (July 16, 2015): 2419–32. http://dx.doi.org/10.1177/0886260515592616.

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Intimate partner violence (IPV) is a leading cause of morbidity and mortality among women of childbearing age. This study aimed to describe delivery of IPV education in Australian pre-vocational medical degrees, and barriers and facilitators influencing this delivery. Eighteen Australian medical schools offering pre-vocational medical degrees were identified. Two were excluded as they had not finalized new curricula. One declined to participate. At least one staff member from each of the remaining 15 schools completed a telephone survey. Main outcome measures included whether IPV education was delivered within the degree, at what stage, and whether it was compulsory; mode and number of hours of delivery; and barriers and facilitators to delivery. Twelve of the medical schools delivered IPV education (median time spent per course = 2 hr). IPV content was typically included as part of Obstetrics and Gynecology or General Practice curriculum. Barriers included time constraints and lack of faculty commitment, resources, and funding. The two schools that successfully implemented a comprehensive IPV curriculum used an integrated, advocacy-based approach, with careful forward planning. Most Australian pre-vocational medical students receive little or no IPV education. The need remains for a more consistent, comprehensive approach to IPV education in medical degrees.
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Farnill, Douglas, Susan C. Hayes, and Anna Chur-Hansen. "Interrater Reliability of the Scoring of the Screening Test of Adolescent Language." Psychological Reports 76, no. 3 (June 1995): 1027–32. http://dx.doi.org/10.2466/pr0.1995.76.3.1027.

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Group administrations of the Screening Test of Adolescent Language have been successful in identifying students with English-language problems among groups of university students who include many recent immigrants from southeastern Asia. However, scoring several items requires subjective judgement. Accordingly, interrater reliability was investigated by having two independent examiners score the written responses of 299 first-year medical students at two Australian universities. The examiners produced very similar distributions of total scores with means of 20.36 and 19.36 and achieved a high agreement in the categorisation of students with English problems. The Spearman rank-order correlation of 0.83 was high and statistically significant from zero.
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Farnill, Douglas, and Susan C. Hayes. "Retest Reliability of the Woodcock Language Proficiency Battery." Perceptual and Motor Skills 81, no. 3_suppl (December 1995): 1147–52. http://dx.doi.org/10.2466/pms.1995.81.3f.1147.

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The Woodcock Language Proficiency Battery: English Form was administered to 152 of the 478 students beginning medical studies at an Australian university in 1990 and 1991. Two years after admission 147 of the students were available for retest. Test-retest reliability coefficients ranged from .70 to .85 for the 8 subtests, .83 to .91 for the three cluster scores, and the coefficient for the Broad Language Cluster score was .95. The sample had deliberately over-represented students low in English language proficiency but the reliability coefficients were only slightly reduced when this bias was corrected by forming a representative sample of 72 students. The mean incremental gain on the Broad Language Cluster of 1.8 was statistically significant and corresponded closely to the 2.0 predicted from the test norms for a 2-year developmental period. These results support previous reports of the excellent psychometric properties of this instrument.
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Dissertations / Theses on the topic "Medical students Australia Psychology"

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Guiffre, Aubree M. "Preparing medical students to counsel for smoking cessation." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10792.

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Thesis (Ph. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains ix, 154 p. Includes abstract. Includes bibliographical references (p. 112-128).
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簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.

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Ferreira, Joana Sofia Costa. "Understanding empathy in medical and psychology undergraduate students: a comparative study." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62294.

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Ferreira, Joana Sofia Costa. "Understanding empathy in medical and psychology undergraduate students: a comparative study." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62294.

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Eisenbrandt, Lydia L., Jill D. Stinson, and Carrie C. LeMay. "Mental Health Training for Medical Students: Implications for Integrated Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7945.

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Ramsay, Lourina. "Investigating third year medical students' racial and mental health attitudes." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/18513/.

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Objective: To develop a current understanding of the differences in how physicians communicate with Black and Minority Ethnic (BME) patients in comparison to non-BME patients. Methods: Systematic searches of electronic databases and references lists were performed. Data from the included studies were extracted in line with the review’s aims, and the studies’ quality was assessed using a standardised criteria. Results: Sixteen studies were included. The results indicated that physicians communicated differently with BME patients compared to non-BME patients as a consequence of patients’ race. Physicians were found to show less participative and affective behaviours towards BME patients and black patients received more information giving behaviours than other ethnicities. Additionally, BME patients displayed less conversational behaviours in comparison to non-BME patients. Studies have also begun to relate other culture related variables to communication but their relationship was less established. Conclusion: While physicians’ communication behaviours varied across patients’ race, there still continues to remain a gap in relation to the literature base being able to sufficiently explain, (a) how race exerts its effect on physician communication and (b) what other variables can account for the differences in physicians’ communication. This gap may reflect the complexity of communication and the measures used. The review firstly reinforces the need for a diverse workforce and the necessity to incorporate affective dimensions of communication in physicians’ cultural communication training, and secondly, calls for future research to expand explanations beyond patients’ race.
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Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.

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This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
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Wyne, Monica A. A. "Stress inoculation training, type A behaviour, and irrational beliefs in medical, dental, and graduate students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31225.

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This study examined the effects of a stress inoculation training program on self-reported Type A behaviour pattern (TABP) and irrational beliefs in a sample of female medical, dental, and graduate students. Thirteen female medical students from the first, second, and third years of medical school, one female dental student from the first year of dental school, and 16 female graduate student volunteers were assigned to a 6-week stress inoculation group (SI; n = 14) or a 4-hour brief treatment group (BT; n = 16) in a repeated measures (pre, post, 11-week follow-up) quasi-experimental design. Participants completed the Rational Behavior Inventory, the Irrational Beliefs Test, the Type A Irrational Beliefs Test, and the Framingham Type A Scale (modified) in order to assess treatment effects. Price's (1982) cognitive social learning model proposes that TABP is elicited and maintained, in part, by specific beliefs and the fears and anxieties that they engender. Following this model, it was hypothesized that self-reported TABP, irrational beliefs, and Type A irrational beliefs would significantly decrease, and rational behaviour, or general rational thinking, would significantly increase, from pre- to post-test and these changes would be maintained at 11-week follow-up in the SI group, compared with the BT group. Repeated measures MANOVAs with pre-planned contrasts indicated that SI was effective in significantly reducing TABP from pre-to post-test. Both SI and BT were effective in significantly decreasing irrational beliefs and Type A irrational beliefs, as well as significantly increasing rational behaviour, or general rational thinking, from pre to post-test. These changes were maintained at follow-up and provide further insight into the relationship between TABP and irrational beliefs. This study provides partial support for Price's model and implicates the use of stress inoculation training in the treatment of TABP in female medical, dental, and graduate students. Implications of these findings and suggestions for future research are discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Netolicky, Cecilia. "Improving provision for disaffected students: Toward a new educational model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1448.

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The purpose of this study is to develop and review strategies and policies to drive retentive teaching-learning environments for disaffected students, modifying their modus operandi sufficiently for them to qualify and retain a tertiary place or position in the workforce, or sustain a return to mainstream schooling. I employed action research methods to examine Strike Four. an educational model servicing students with severe social and/ or emotional difficulties and behavioural disorders. I tested the Strike Four model during an intensive study period on two programs. Part 1 of the thesis comprises three Chapters. An introduction to the issue of the marginalisation and exclusion of troublesome students in mainstream education is presented in Chapter 1. The review of associated literature, which follows in Chapter 2, examines: early attitudes to crime and deviant behaviour; some modem sociological and psychological attempts to diagnose, categorise, or "cure" deviance; school-based behaviour modification •strategies; and various Australian states' attempts to service disaffected students with education. The theoretical framework presented in Chapter 3 includes the rationale for my choice of qualitative methods, discussion and selection of an action research model, and the position taken on the issues of anonymity and authenticity. Part 2 of the thesis, "The Study", comprises four chapters, and a concluding chapter. A grounded autobiography that clarifies my personal position, whilst demonstrating how my modus operandi was transformed through personal critical moments, is offered in Chapter 4. This provides a base from which to consider the potential for personal critical moments, texts, and mentors to transform an individual's ideology and modus operandi. The educational theory and ideological underpinnings held to underlie the Strike Four model are presented in Chapter 5. Chapter 6 comprises a critical examination of the evolution of Strike Four policy, in particular:, how and if the educational theory and ideological underpinnings claimed to underlie the model are apparent in model policy. Chapter 7 deals with three program strategies: harnessing golden teaching moments; using curriculum as a tool to shape behaviour; and the use of positive contracting to encourage behaviour self-management skills in troublesome students. In this chapter I critically examine how and if policy and ideology is reflected in practice on the programs, and if the various policies, and the three key strategies, are proving successful in modifying the modus operandi of the young people sufficiently to facilitate their functioning in mainstream society. An end piece to the fieldwork is included to fill in "gaps" resulting from the reporting of selected case studies. Chapter 8 includes the findings and recommendations for future research. The model's success in modifying students' modus operandi is demonstrated through the individual case studies and tables. Almost 100% of the students (on entry classified severely alienated) maintained their placement in work, technical college, or mainstream schooling for the three month post support period.
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Gorman, Katherine Lindsey. "Expectancies as a Predictor of Prescription Stimulant Use Among Medical Students." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1553274909011823.

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Books on the topic "Medical students Australia Psychology"

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Alan, Stoudemire, ed. Human behavior: An introduction for medical students. 3rd ed. Philadelphia, PA: Lippincott-Raven, 1998.

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A, Darling Katharine E., ed. Self assessment in integrated medical sciences for medical students. New York: Churchill Livingstone, 2001.

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Virshup, Bernard. Coping in medical school. New York: Norton, 1985.

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Carrington, Victoria. Rethinking middle years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin, 2006.

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Mbanefo, S. Ejiofo. Psychiatry in general medical practice in Nigeria: Aid to non-psychiatric medical practitioners, medical students, and nurses. Ibadan, Nigeria: Ibadan University Press, 1991.

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L, Cruess Richard, Cruess Sylvia R. 1930-, and Steinert Yvonne 1950-, eds. Teaching medical professionalism. Cambridge: Cambridge University Press, 2008.

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Davies, Pamela. Out of Alice - the inside story: A case study of the pilot of an extended medical student placement program in Central Australia. Alice Springs, N.T: Centre for Remote Health, 2002.

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Espnes, Geir Arild. Cross-cultural health psychology: Selected papers from studies in Papua New Guinea, Norway and Australia. Trondheim: Norwegian University of Science and Technology, 1999.

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S, Siegel Bernie, ed. The mindful medical student: A psychiatrist's guide to staying who you are while becoming who you want to be. Hanover, N.H: Dartmouth College Press, 2009.

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Spiegel, Jeremy. The mindful medical student: A psychiatrist's guide to staying who you are while becoming who you want to be. Hanover, N.H: Dartmouth College Press, 2009.

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Book chapters on the topic "Medical students Australia Psychology"

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Bradley-Klug, Kathy L., Kendall Jeffries DeLoatche, and Grant Wheatley. "School Psychological Practice for Students with Medical Issues." In Handbook of Australian School Psychology, 655–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_34.

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Winefield, Helen R. "Health Psychology for Medical Students." In The International Development of Health Psychology, 135–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315076843-15.

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Fischer, Nelli, and Eszter Racs. "Psychological care for medical students." In Clinical health psychology in practice, 223–38. Szeged, Hungary: Szegedi Egyetemi Kiadó, 2022. http://dx.doi.org/10.14232/sztep.chpp.2022.17.

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Edwards, Sue, Lorolei White, Edith Wright, and Monica Thielking. "School Psychological Practice with Indigenous Students in Remote Australia." In Handbook of Australian School Psychology, 39–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_3.

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Yu, Baohua. "Traveling a Thousand Miles: Determinants of Cross-Cultural Adaptation of Asian Students in Australia." In The Psychology of Asian Learners, 441–57. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_27.

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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "Bedside Teaching in Developing Countries." In How to Practice Academic Medicine and Publish from Developing Countries?, 369–78. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_39.

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AbstractThe patient’s bedside has been compared to a platform where budding doctors get an opportunity to actively engage, learn, and acquire new skills. It provides the best in-person professional environment for young medical graduates, staff physicians, and fellows to translate their theoretical knowledge into practical skills. The concept of human learning has been based on the evolution of varying theories of behaviourism, cognitivism, and constructivism [1]. Human psychology trains itself by constructive analysis of the varying experiences in day-to-day learning; in other words, exploring old information through the discovery of new information. This phenomenon has been termed as the ‘spiral learning’ by Bruner [2] a concept that is reinforced in bedside teaching. This emphasizes active participation in teaching by the mentee/learner, which is the ‘new normal’ for a didactic teaching format (Fig. 39.1). The importance of bedside teaching dates back to the fifteenth century, when Sylvius (1614–1672), a renowned French practitioner, voiced his thoughts on teaching on rounds [3]. He believed in the concept of daily teaching by asking questions about the various clinical signs and symptoms and inquiring from the students regarding their observations, thoughts, and perceptions relating to patient care. It has been shown by studies that history contributes to deriving 56% of the diagnosis [4] and a comprehensive physical examination can provide 70%.
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"Medical Psychology." In Medical Examination and Diagnostic Techniques for Medical Students, 58. Jaypee Brothers Medical Publishers (P) Ltd., 2018. http://dx.doi.org/10.5005/jp/books/14247_7.

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"Witnessing and the Medical Gaze: How Medical Students Learn to See at a Free Clinic for the Homeless." In Health Psychology, 135–48. Routledge, 2016. http://dx.doi.org/10.4324/9781315664033-17.

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Khliestova, S. S., and V. V. Chorna. "THE BULLYING PHENOMENON AMONG STUDENTS AS MEDICAL AND PSYCHOLOGICAL PROBLEMS." In MODERN RESEARCHES IN PSYCHOLOGY AND PEDAGOGY, 353–71. Izdevnieciba “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-588-36-5/20.

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Baker, Abu, Furqan Iqbal, Mahnoor Laila, and Annas Waheed. "Psychology With Mahnoor App." In Advances in Medical Technologies and Clinical Practice, 214–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2521-0.ch010.

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One in four people in the world will be affected by mental or neurological disorders at some point in their lives. Around 450 million people currently suffer from such conditions, placing mental disorders among the leading causes of ill-health and disability worldwide, according to the World Health Organization. Keeping in mind the above facts, Self Assessment Psychology Dictionary and Notes app has been designed and developed to educate psychology students and psychological patients. With the help of this application the user can do different physiological tests like Hads Mood, Internet Addiction Test, The Robertson Emotional Distress Scale, Beck Anxiety Inventory and Zung Self-Rating Anxiety Scale. The application has a smart algorithm that calculates the result on the basis of the user inputs. The application also generates the certificate for the user to share and use it for further treatment. The application provides detail information about psychology and psychologist. Apart from that, the application has a psychology dictionary of psychology-related topics.
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Conference papers on the topic "Medical students Australia Psychology"

1

Chew, Peter K. H., and Denise B. Dillon. "Psychometric Properties of the Statistical Anxiety Scale Among Students In Singapore and Australia." In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.05.

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2

Feldman, Inessa L. "Features of subjective well-being in medical students." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-25.

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3

Andreeva, E. N., and I. V. YAgodovskaya. "Using the excursion method in the education of medical students college." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-01.

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4

"Research on the Status Quo and Countermeasures of Medical Ethics Education for Medical Students." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.101.

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5

Grandilevskaya, Irina, Galina Isurina, Piotr Trabczynski, and Maria Podsadnaya. "PSYCHOLOGICAL ASPECTS OF TEACHING MEDICAL STUDENTS USING HIGH-TECH SIMULATORS." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1004.sudak.ns2020-16/159-161.

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6

Kornova, N. I., M. G. Kravchuk, and O. V. Romanenko. "APPROACHES TO ORGANIZING THE CONTROL OF STUDENTS EDUCATIONAL ACHIEVEMENTS IN MEDICAL BIOLOGY." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-38.

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7

Bukhalska, S. Ye, and O. Z. Burachyk. "ACTUALIZATION OF FORMATION OF ANDRAGOGIC COMPONENT OF PROFESSIONAL COMPETENCE OF MEDICAL STUDENTS." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-22.

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8

"PSYCHOLOGICAL ADAPTATION OF MEDICAL STUDENTS TO STUDY WITH USING SIMULATION TECHNOLOGY." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1289.sudak.ns2020-16/460-461.

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9

Petreanu, Manuela. "Eating Behavior, Mental Health And Degree Of Physical Activity In Medical Students." In 3rd International Conference on Health and Health Psychology 2017. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.09.21.

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10

Lisovskaya, Natalya B., and Galina Yu Ikonnikova. "Motives for choosing a profession among students of civil and military medical universities." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-43.

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