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1
Ansong, Joseph, and Ye S. Karliychuk. "Family planning and medical students." Thesis, Буковинський державний медичний університет, 2012. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/1445.
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2
Blackwelder, Reid B. "Motivating Medical Students and Residents." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6978.
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3
Popovic, Celia Frances. "Why do medical students fail? : a study of 1st year medical students and the educational context." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/223/.
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A third of medical students at Birmingham Medical School fail one or more first year exams. Alarm has been raised about the apparent over-representation of ethnic minority students amongst those who fail. In this case study I ask: 1. Is there a connection between students’ ethnicity and performance in end of first year exams? 2. Is the experience of medical students at this medical school conducive to effective learning? 3. What, if anything, could be done to improve students’ learning? I show that there is a link between particular students and exam performance, but the link is with socio-economic background, not ethnicity. Students from a privileged background appear to perform better than students from a disadvantaged background. I argue that this may be due to an environment which is not conducive to effective learning. Using a range of research methods I describe how students are expected to support themselves intellectually to become independent learners while passive educational methods such as lectures and a heavy timetable are favoured and students receive limited formative feedback on their progress. The study ends positively, however, as I identify improvements that could be, and in some instances have been, made to the environment.
4
Click, Ivy A., Abbey K. Mann, Morgan Buda, Anahita Rahimi-Saber, Abby Schultz, K. Maureen Shelton, and Leigh Johnson. "Transgender Health Education for Medical Students." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1111/tct.13074.
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Background Transgender individuals face numerous health disparities and report negative experiences with health care providers related to their gender identity. Significant gaps in medical education regarding transgender health persist despite calls for increased sexual and gender minority content. The purpose of this student‐led study was to assess the effectiveness of a half‐day educational intervention on first‐ and second‐year medical students’ attitudes and knowledge of transgender health. Methods Students and faculty members collaborated to develop an educational session on transgender health. This content was presented to first‐ and second‐year medical students at Integrated Grand Rounds, a pedagogical method in which basic science and clinical faculty members co‐present didactic content interspersed between live patient interviews and student‐led small group discussions. Student participants (n = 138) completed voluntary 9‐item pre‐ and post‐session surveys assessing comfort with and knowledge of transgender medicine. Results Students’ comfort with and perceived knowledge about transgender patients increased significantly between pre‐ and post‐test. Students’ knowledge of transgender medicine standards of care also improved, though not all items reached significance. Discussion A half‐day educational intervention improved many facets of medical students’ attitudes and knowledge about transgender patients. The significant disparities in physical health, mental health and access to care currently experienced by transgender persons in the United States warrants the continued testing and refinement of educational interventions for future and practising providers.
5
Robertson, David W. "A 'patient-centred' medical school curriculum : medical students' views and practice." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324348.
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6
Sinclair, Simon Keith. "The institutional apprenticeship of medical students in a London medical school." Thesis, London School of Economics and Political Science (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482051.
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The thesis provides an account of the basic medical training in England, largely unchanged for 150 years despite many calls for reform. The three stages (preclinical and clinical period and the pre-registration year) that students pass through are described in terms of acquired professional dispositions, with historical, cultural (including linguistic) and epistemological aspects; the dramatic aspects of dispositions give rise to a series of roles acquired through practice. Acquisition of these professional dispositions is fostered by students' aspirations and the general culture of co-operation, rather than by the simple explicit transmission of professional values, knowledge and skills, or a lowly and autonomous group "making out". The medical school and teaching hospital are therefore seen as acting in many ways like a "total institution", their segmentation being held together by students in practice, as well as cognitively and financially. Teaching and assessment of these roles leads, through their linguistic component (whose precise physical referents reflect the associated positivist epistemological base and its certainty) and dramatic features, to the stable reproduction of medical knowledge and is associated with the internal stability of the profession and of its relation to others. The resulting low status attached to academic disciplines (notably psychology and sociology) and branches of medicine (notably psychiatry) tends to limit awareness within the profession of the discordance within and between dispositions and between roles. The high rates of mental illness within the profession may be seen as related to such internal psychological conflicts; these lead, in effect, to classifying sufferers as individual psychiatric patients and so "blaming the victim". For this reason alone, it is most unlikely that students and junior doctors can effect any change in the system of training; other factors that contribute to the system's stability are discussed
7
Wicks, Mark. "Meaning making from negative encounters between students and clinical faculty in a state medical school /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7836.
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Grinko, Natalia, and Mehima Lal. "Personality types of medical students from India." Thesis, Bukovinian state Medical University, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14726.
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9
O'Sullivan, Anthony John Public Health & Community Medicine Faculty of Medicine UNSW. "Assessment of professionalism in undergraduate medical students." Awarded by:University of New South Wales. Public Health & Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/40754.
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This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.
10
Baker, Jamie. "Relationship between student selection criteria and learner success for medical dosimetry students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3710740.
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Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force allied health educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average, science grade point average, prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student’s previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample representative of more medical dosimetry student populations and additional studies concerning the relationship of a prior history in radiation therapy and the impact on success as a medical dosimetry student. Based on the quantitative correlation analysis, allied health leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant’s undergraduate cumulative GPA and increase the weight assigned to previous degrees.
11
Richards, Gates. "Teacher training for medical students and residents." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:126.
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au, amercer@cyllene uwa edu, and Annette Mercer. "Selecting Medical Students: an Australian Case Study." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080111.142132.
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The recognition that medical practitioners require more than simply a high level of academic ability to function successfully in their profession, together with a sharp increase in the number of academically qualified applicants to medical courses, has led to new ways of selecting medical students. Consequently the selection of students into the high-stakes course of medicine has become an area of considerable interest and research activity. The issues involved in selection are now prominent in the medical and medical education literature published in the UK, the USA, Australia, New Zealand and Canada, and in some European countries. At the same time as the introduction of new selection procedures, and independently of it, due to advances in pedagogy the nature of the medical curriculum has also changed. Changes have been characterised by the use of problem-based learning, and an emphasis on self-directed learning, as well as an increase in interaction between the students in classes and between students and their teachers. The recognition that problemsolving, communication and interaction skills in the courses, in addition to the requisite intellectual capacity, would enhance performance as practitioners, has reinforced the need for students to be selected on a different set of attributes from those used previously.
In Australia, changes in the way in which medical students are selected were initiated by the University of Newcastle in the early 1990s, with the introduction of some tests of cognitive skills and an interview. Over the following ten years, the other Australian undergraduate medical schools followed suit and a three-component selection process developed in an attempt to differentiate among the high calibre applicants to medical courses, by identifying additional important skills and attributes. The three components are the academic score, results on an aptitude test and results on a selection interview. Two of the nine undergraduate medical schools chose not to use a selection interview.
The focus of this thesis is on evaluating the new selection processes and investigating the consequences of the admission of school-leaver applicants into undergraduate medical courses, where the Tertiary Entrance Rank (TER) is the academic criterion for determining suitability to undertake tertiary studies. Each undergraduate medical school has developed its own unique way to operationalise the selection of its students. However, the use of the Undergraduate Medicine and Health Sciences Admissions Test (UMAT), which developed out of the University of Newcastles test of cognitive skills, and the conduct of an interview for a select group of applicants are common to these practices. The implementation of the new selection processes has not been without its critics, mainly from within the medical profession. This thesis studies the issues which underlie the three components of selection (the TER, the UMAT and a selection interview) and uses as a case study the particular process used to select students into the six year undergraduate medical course at The University of Western Australia (UWA).
The UWA selection process involves applicants passing a threshold score on each of the three components and then being ranked by a mechanism which combines the three scores with equal weight. This is a compensatory system in which applicants can compensate for a score near the threshold on one component by high scores on the other two components. This study showed that the resultant cohort is eclectic in its characteristics, with the full range of scores (above the threshold) in each component being represented.
Both qualitative and quantitative methods of data collection were used to address the issues surrounding the way in which medical students are selected and the outcomes of such processes. First, semi-structured interviews were held with different groups of stakeholders, including the staff at secondary schools which prepare the students for tertiary entrance; academic and administrative staff at The University of Western Australia (UWA); academic and administrative staff at other Australian universities; and senior staff at the major teaching hospitals in Western Australia. Secondly, quantitative studies on UWA data addressed the predictive validity of the components of selection; inter-rater reliability and the internal consistency of the data sets from the selection interview; and the attrition rate in the course.
Outcomes from the research showed that in general, the reactions from stakeholders have been positive. Importantly, academic levels amongst medical students and recent graduates do not appear to have been eroded by the new process, in which the academic threshold has been lowered. The UMAT is a contentious national test which has had its validity as a selection instrument questioned. A recent construct and content validity study on the UMAT (Mercer and Chiavaroli, 2006) has gone some way towards settling some of these issues, but the question of predictive validity has yet to be addressed adequately. The existence of commercially available preparation courses has been controversial because of the equity issues involved for those applicants who for some reason do not have access to such courses.
The selection interview, one of the three components of selection, conducted by the Faculty of Medicine, Dentistry and Health Sciences at UWA, whilst attracting criticism from some for appearing stilted and overly prescriptive, was judged to be robust and rigorous by many of those directly involved in its implementation. Furthermore a high proportion of medical students were judged by their teachers to have good communication skills, which is a positive outcome for future members of the profession. A study to quantify reliability indices for the UWA selection interviews indicated high levels of inter-rater reliability and internal consistency of the ratings data produced.
The predictive validity study conducted as part of this study showed the two major predictors of course outcomes at UWA to be the TER and female gender. The TER predicts outcomes in the knowledge-based units across the course and in some clinically-based units in the later years. However, the interview score (in particular the Communication Skills component) and scores on the first section of UMAT (Logical reasoning and problem solving) also predict outcomes in some of the clinically-based units.
The results of these studies are encouraging to those who believe that the new selection process, whilst imperfect, has gone some way towards solving the problems attached to selection based solely on academic merit. The question now becomes how to improve further on the selection of medical students and to do so in an evidence-based way. The characteristics to be included in selection remain controversial. The rigorous assessment of such characteristics needs to be addressed in the longer term and will be an evolving issue, as the medical curriculum and the nature of the profession also continue to change.
13
McManus, Ian Christopher. "Medical students : origins, selection, attitudes and culture." Thesis, Royal Holloway, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342730.
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14
Blavos, Alexis Angela. "Medical Marijuana: The Impact on College Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1439298235.
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Mathew, Anna Rekha, and Anna Rekha Mathew. "Factors Associated with Burnout in Medical Students." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625082.
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Objectives: The aim of this literature review was to conduct a critical appraisal of the factors associated with medical students' burnout (BO). Specifically, we described associations between burnout and 1) sociodemographics (age, race/ethnicity, year in medical school, biological sex, etc.), 2) stress, sleep, spirituality, and social support, and 3) protective factors (factors that reduce burnout or the progression of it).
Methods: English-language, peer-reviewed articles (published between 1997 and 2016) that examined burnout in medical students were identified through PubMed and PsyInfo. Searches included various combinations of the following terms: "medical students," "burnout," "associated factors," "spirituality," "social support," "medical school," and "depression." Remaining articles were pulled from the reference lists of the searched articles. Thirty-five articles were selected and relevant information was extracted.
Results: For sociodemographics, burnout was: not associated with age, and positively associated with non-minority status, higher year in medical school, and being female. Burnout was associated positively with stress and inversely with sleep, spirituality and social support. Protective factors included: coping mechanisms, spirituality, social support, and adequate sleep.
Conclusions: There are multi-level and multi-factorial associations with burnout. It is important to identify protective factors for early intervention to reduce burnout in medical students and the associated negative effects.
16
Mercer, Annette. "Selecting medical students: an Australian case study." Thesis, Mercer, Annette (2007) Selecting medical students: an Australian case study. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/748/.
Full textAbstract:
The recognition that medical practitioners require more than simply a high level of academic ability to function successfully in their profession, together with a sharp increase in the number of academically qualified applicants to medical courses, has led to new ways of selecting medical students. Consequently the selection of students into the high-stakes course of medicine has become an area of considerable interest and research activity. The issues involved in selection are now prominent in the medical and medical education literature published in the UK, the USA, Australia, New Zealand and Canada, and in some European countries. At the same time as the introduction of new selection procedures, and independently of it, due to advances in pedagogy the nature of the medical curriculum has also changed. Changes have been characterised by the use of problem-based learning, and an emphasis on self-directed learning, as well as an increase in interaction between the students in classes and between students and their teachers. The recognition that problemsolving, communication and interaction skills in the courses, in addition to the requisite intellectual capacity, would enhance performance as practitioners, has reinforced the need for students to be selected on a different set of attributes from those used previously.
In Australia, changes in the way in which medical students are selected were initiated by the University of Newcastle in the early 1990s, with the introduction of some tests of cognitive skills and an interview. Over the following ten years, the other Australian undergraduate medical schools followed suit and a three-component selection process developed in an attempt to differentiate among the high calibre applicants to medical courses, by identifying additional important skills and attributes. The three components are the academic score, results on an aptitude test and results on a selection interview. Two of the nine undergraduate medical schools chose not to use a selection interview.
The focus of this thesis is on evaluating the new selection processes and investigating the consequences of the admission of school-leaver applicants into undergraduate medical courses, where the Tertiary Entrance Rank (TER) is the academic criterion for determining suitability to undertake tertiary studies. Each undergraduate medical school has developed its own unique way to operationalise the selection of its students. However, the use of the Undergraduate Medicine and Health Sciences Admissions Test (UMAT), which developed out of the University of Newcastle’s test of cognitive skills, and the conduct of an interview for a select group of applicants are common to these practices. The implementation of the new selection processes has not been without its critics, mainly from within the medical profession. This thesis studies the issues which underlie the three components of selection (the TER, the UMAT and a selection interview) and uses as a case study the particular process used to select students into the six year undergraduate medical course at The University of Western Australia (UWA).
The UWA selection process involves applicants passing a threshold score on each of the three components and then being ranked by a mechanism which combines the three scores with equal weight. This is a compensatory system in which applicants can compensate for a score near the threshold on one component by high scores on the other two components. This study showed that the resultant cohort is eclectic in its characteristics, with the full range of scores (above the threshold) in each component being represented.
Both qualitative and quantitative methods of data collection were used to address the issues surrounding the way in which medical students are selected and the outcomes of such processes. First, semi-structured interviews were held with different groups of stakeholders, including the staff at secondary schools which prepare the students for tertiary entrance; academic and administrative staff at The University of Western Australia (UWA); academic and administrative staff at other Australian universities; and senior staff at the major teaching hospitals in Western Australia. Secondly, quantitative studies on UWA data addressed the predictive validity of the components of selection; inter-rater reliability and the internal consistency of the data sets from the selection interview; and the attrition rate in the course.
Outcomes from the research showed that in general, the reactions from stakeholders have been positive. Importantly, academic levels amongst medical students and recent graduates do not appear to have been eroded by the new process, in which the academic threshold has been lowered. The UMAT is a contentious national test which has had its validity as a selection instrument questioned. A recent construct and content validity study on the UMAT (Mercer and Chiavaroli, 2006) has gone some way towards settling some of these issues, but the question of predictive validity has yet to be addressed adequately. The existence of commercially available preparation courses has been controversial because of the equity issues involved for those applicants who for some reason do not have access to such courses.
The selection interview, one of the three components of selection, conducted by the Faculty of Medicine, Dentistry and Health Sciences at UWA, whilst attracting criticism from some for appearing stilted and overly prescriptive, was judged to be robust and rigorous by many of those directly involved in its implementation. Furthermore a high proportion of medical students were judged by their teachers to have good communication skills, which is a positive outcome for future members of the profession. A study to quantify reliability indices for the UWA selection interviews indicated high levels of inter-rater reliability and internal consistency of the ratings data produced.
The predictive validity study conducted as part of this study showed the two major predictors of course outcomes at UWA to be the TER and female gender. The TER predicts outcomes in the knowledge-based units across the course and in some clinically-based units in the later years. However, the interview score (in particular the Communication Skills component) and scores on the first section of UMAT (Logical reasoning and problem solving) also predict outcomes in some of the clinically-based units.
The results of these studies are encouraging to those who believe that the new selection process, whilst imperfect, has gone some way towards solving the problems attached to selection based solely on academic merit. The question now becomes how to improve further on the selection of medical students and to do so in an evidence-based way. The characteristics to be included in selection remain controversial. The rigorous assessment of such characteristics needs to be addressed in the longer term and will be an evolving issue, as the medical curriculum and the nature of the profession also continue to change.
17
Mercer, Annette. "Selecting medical students : an Australian case study /." Mercer, Annette (2007) Selecting medical students: an Australian case study. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/748/.
Full textAbstract:
The recognition that medical practitioners require more than simply a high level of academic ability to function successfully in their profession, together with a sharp increase in the number of academically qualified applicants to medical courses, has led to new ways of selecting medical students. Consequently the selection of students into the high-stakes course of medicine has become an area of considerable interest and research activity. The issues involved in selection are now prominent in the medical and medical education literature published in the UK, the USA, Australia, New Zealand and Canada, and in some European countries. At the same time as the introduction of new selection procedures, and independently of it, due to advances in pedagogy the nature of the medical curriculum has also changed. Changes have been characterised by the use of problem-based learning, and an emphasis on self-directed learning, as well as an increase in interaction between the students in classes and between students and their teachers. The recognition that problemsolving, communication and interaction skills in the courses, in addition to the requisite intellectual capacity, would enhance performance as practitioners, has reinforced the need for students to be selected on a different set of attributes from those used previously.
In Australia, changes in the way in which medical students are selected were initiated by the University of Newcastle in the early 1990s, with the introduction of some tests of cognitive skills and an interview. Over the following ten years, the other Australian undergraduate medical schools followed suit and a three-component selection process developed in an attempt to differentiate among the high calibre applicants to medical courses, by identifying additional important skills and attributes. The three components are the academic score, results on an aptitude test and results on a selection interview. Two of the nine undergraduate medical schools chose not to use a selection interview.
The focus of this thesis is on evaluating the new selection processes and investigating the consequences of the admission of school-leaver applicants into undergraduate medical courses, where the Tertiary Entrance Rank (TER) is the academic criterion for determining suitability to undertake tertiary studies. Each undergraduate medical school has developed its own unique way to operationalise the selection of its students. However, the use of the Undergraduate Medicine and Health Sciences Admissions Test (UMAT), which developed out of the University of Newcastle’s test of cognitive skills, and the conduct of an interview for a select group of applicants are common to these practices. The implementation of the new selection processes has not been without its critics, mainly from within the medical profession. This thesis studies the issues which underlie the three components of selection (the TER, the UMAT and a selection interview) and uses as a case study the particular process used to select students into the six year undergraduate medical course at The University of Western Australia (UWA).
The UWA selection process involves applicants passing a threshold score on each of the three components and then being ranked by a mechanism which combines the three scores with equal weight. This is a compensatory system in which applicants can compensate for a score near the threshold on one component by high scores on the other two components. This study showed that the resultant cohort is eclectic in its characteristics, with the full range of scores (above the threshold) in each component being represented.
Both qualitative and quantitative methods of data collection were used to address the issues surrounding the way in which medical students are selected and the outcomes of such processes. First, semi-structured interviews were held with different groups of stakeholders, including the staff at secondary schools which prepare the students for tertiary entrance; academic and administrative staff at The University of Western Australia (UWA); academic and administrative staff at other Australian universities; and senior staff at the major teaching hospitals in Western Australia. Secondly, quantitative studies on UWA data addressed the predictive validity of the components of selection; inter-rater reliability and the internal consistency of the data sets from the selection interview; and the attrition rate in the course.
Outcomes from the research showed that in general, the reactions from stakeholders have been positive. Importantly, academic levels amongst medical students and recent graduates do not appear to have been eroded by the new process, in which the academic threshold has been lowered. The UMAT is a contentious national test which has had its validity as a selection instrument questioned. A recent construct and content validity study on the UMAT (Mercer and Chiavaroli, 2006) has gone some way towards settling some of these issues, but the question of predictive validity has yet to be addressed adequately. The existence of commercially available preparation courses has been controversial because of the equity issues involved for those applicants who for some reason do not have access to such courses.
The selection interview, one of the three components of selection, conducted by the Faculty of Medicine, Dentistry and Health Sciences at UWA, whilst attracting criticism from some for appearing stilted and overly prescriptive, was judged to be robust and rigorous by many of those directly involved in its implementation. Furthermore a high proportion of medical students were judged by their teachers to have good communication skills, which is a positive outcome for future members of the profession. A study to quantify reliability indices for the UWA selection interviews indicated high levels of inter-rater reliability and internal consistency of the ratings data produced.
The predictive validity study conducted as part of this study showed the two major predictors of course outcomes at UWA to be the TER and female gender. The TER predicts outcomes in the knowledge-based units across the course and in some clinically-based units in the later years. However, the interview score (in particular the Communication Skills component) and scores on the first section of UMAT (Logical reasoning and problem solving) also predict outcomes in some of the clinically-based units.
The results of these studies are encouraging to those who believe that the new selection process, whilst imperfect, has gone some way towards solving the problems attached to selection based solely on academic merit. The question now becomes how to improve further on the selection of medical students and to do so in an evidence-based way. The characteristics to be included in selection remain controversial. The rigorous assessment of such characteristics needs to be addressed in the longer term and will be an evolving issue, as the medical curriculum and the nature of the profession also continue to change.
18
GHASEMI, ABOLFAZL. "Application of Survival Analysis in Forecasting Medical Students at Risk." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1535107693904394.
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Benshalom, Edna. "Moral dilemmas of medical students : a study of ethical aspects of medical training." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/30935.
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This study examines the ethical reality of medical students, and ethical curricular aspects of medical school. The 'received curriculum' is analysed using a combined interdisciplinary theoretical framework of 'Ethics' and 'Curriculum'. Defined in terms of students' experience of the curriculum, and the participants' perceived moral reality, the study was framed within a phenomenological-interpretive research paradigm. Content analysis of the 'narrative corpus' obtained by 38 open questionnaires addressed to sixth-year medical students, and by 21 interviews with medical students and senior faculty members, was conducted. Based on students' interviews, holistic 'ethical profiles' were produced, and proved to be significantly informative. The study shows that during their clinical training years, medical students cope with daily contextual moral dilemmas that relate to their culture and status and involve subtle, elaborately-calculated decisions. The student's authentic, reflective and analytical accounts of their ethical dilemmas, lead to the novel concept of students' 'moral awareness'. This increasing awareness of ethical dilemmas complexity sheds light on an adult ethical-cognitive stage, characterised by pragmatic thinking focused on content, and by internalisation of relativism and contradictions. The study further demonstrates the significance of students' experience for viewing and evaluating curriculum: the students, who perceived their ethics 'received curriculum' in its totality, consequently offered important insights concerning ethical processes, thus enriching the 'traditional' medical school curricular thought.
20
Bouhaimed, Manal Mansour. "Medical ethics : a study of moral developments in medical students at Kuwait University." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/1976/.
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There are few in depth attempts to address the question: why teach ethics to medical students? This thesis argues that, identifying moral growth and development as the primary goal in teaching medical ethics is essential. Lawrence Kohlberg's moral development theory is the starting point for this research. This is important to understand the work of the researcher at the Medial School in Kuwait. The instrument used in assessing the moral reasoning of medical students at Kuwait University is the Defining Issues Test (DIT), which was devised at the University of Minnesota. The study hypothesis is that the rigid, authoritarian medical education in Kuwait University that lacks any emphasis on medical ethics will inhibit the expected growth in moral development of medical students. With a disappointing response rate of only 27.8%, it was found that normally expected growth did not occur in the first four years of medical education, suggesting that the educational experience somehow inhibited student's moral reasoning ability rather than facilitating it. The results of this study cannot be understood in isolation from the general understanding of the fabric of the researcher society, which was detailed in Chapter Five. The implication of this study is basically that medical education that ignores the moral nature of medicine will fail its own purpose, the needs of its students and the welfare of society.
21
Williams, Rachel. "Sharps Injuries in Medical Training: Higher Risk for Residents Than for Medical Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3409.
Full textAbstract:
Because of their relative inexperience in performing procedures and handling sharps devices, medical students and resident physicians are considered to be at high risk for sharps injuries. A higher rate of sharps injuries for medical trainees implies a higher risk for occupationally-acquired infection with bloodborne pathogens and may have financial and legal implications for training institutions. This study examines the prevalence of sharps injuries among US medical students and resident physicians. A systematic review of the literature yielded 10 studies that gave data on sharps injuries for US medical students or residents, and those data were combined with data from our institution to produce pooled prevalences. Results from our institution showed that residents had a significantly higher risk of sharps injuries than medical students. While sharps injuries increased with students' years of training, residents' rates decreased with increasing level of training. Resident rates were highest in the department of Surgery and lowest for Pediatrics. Comparing pooled prevalences of US trainees revealed that residents were 6 times more likely than medical students to have a sharps injury. This information can be used by training programs to inform changes in residency training curricula and infection control policies, as well as to forecast Worker's Compensation and long-term disability insurance coverage requirements. Medical training institutions must continue to provide opportunities for students and residents to perfect their procedural skills, but at the same time, trainees must be protected from the risk of sharps injuries and exposure to bloodborne pathogens.
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Biryuk, I. G., I. M. Tsyrkot, I. L. Kukovska, and T. B. Sykyrytska. "Professional training of medical students on providing pre-medical aid in extreme situations." Thesis, БДМУ, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/17382.
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Queiruga, Caryn, and Rebecca Roush. "Medication Error Identification Rates of Pharmacy, Medical, and Nursing Students: A Simulation." The University of Arizona, 2009. http://hdl.handle.net/10150/623966.
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Class of 2009 AbstractOBJECTIVES: To assess the ability of pharmacy, medicine, and nursing students to identify prescribing errors METHODS: Pharmacy, medicine, and nursing students from the University of Arizona were asked to participate in this prospective, descriptive study. Pharmacy and medical students in the last didactic year of their program and traditional bachelor of nursing students in the fourth semester of their program were eligible to participate. Subjects were asked to assess a questionnaire containing three sample prescriptions, evaluate if each was correct and indicate the type of error found, if any. The primary outcome measure was the number of correctly identified prescribing errors. The secondary outcome measure was the number of correct types of error found. Error identification rates for each group were calculated. Comparisons in these rates were made between pharmacy, medicine and nursing students. Chi square tests were used to analyze the nominal data gathered from various groups. RESULTS: Pharmacy students were significantly better able to identify errors than medical and nursing students (p<0.001). Pharmacy students were significantly better able to determine the type of error (p<0.001). CONCLUSIONS: Overall, pharmacy students had higher prescribing error identification rates than medical and nursing students. More studies need to be done to determine the most appropriate way to increase prescribing error identification rates.
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Herrmann, Tracy. "The Success of African American Medical Imaging Students: A Transformative Study of Student Engagement." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530798796852067.
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Hall-Campbell, Aleshia. "Medical students' learning styles as predictors of success /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850439751&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279217776&clientId=22256.
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Coady, D. A. "Which musculoskeletal clinical skills should medical students learn?" Thesis, University of Newcastle upon Tyne, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413269.
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Conroy, Sherrill. "Moral inclinations of medical, nursing and physiotherapy students." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367447.
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Hegarty, Benjamin. "Attitudes among Swedish medical students towards assisted dying." Thesis, Örebro universitet, Institutionen för medicinska vetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-90275.
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IntroductionOver the last decades a positive shift in attitudes towards legalisation of assisted dying (AD) (AD including euthanasia (EUT) and physician-assisted suicide (PAS)) have occurred in western Europe. Physicians are generally more negative than the general public toward legalisation. Medical students’ attitudes, as future practitioners, are important to assess when addressing this ethically complex issue.AimThe aim was to explore the attitudes among medical students at Örebro university, Sweden regarding assisted dying and their stance on the legalisation of assisted dying and to evaluate if religious beliefs, current term of study, gender, and a shift of legal framing would affect medical students´ attitudes.MethodsA cross-sectional online-based anonymous survey containing eight different patient scenarios was distributed to all medical students enlisted at Örebro university Sweden (n=657). Association between demographics and positive attitudes towards AD was tested using logistic regression, and McNemar for difference of proportion in attitudes between various scenario framings.ResultsThirty five percent (n=229) of the medical students responded with completed questionnaires. Sixty percent of the respondents believed PAS for terminally ill patients should be legalized in Sweden. Shifting of legal framing resulted in statistically significant differences of position in all eight scenarios (p<0.05). Strong religious beliefs were associated with decreased likelihood for positive attitudes towards AD in scenario 1-6 (p<0.05).ConclusionsMost respondents in this study believed PAS should be legalised. Held attitudes toward AD were affected by religious beliefs and legal framework. Additional studies to further explore medical students´ attitudes are deemed necessary.
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Grinko, Natalia Valerianivna. "Orthorexia nervosa tendency among medical students in Chernivtsi." Thesis, SSS BSMU, 2018. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14363.
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Savoskin, D., N. Sidorenko, and YU Volkova. "The age specificity of nutrition of medical students." Thesis, Sumy state university, 2017. http://essuir.sumdu.edu.ua/handle/123456789/55309.
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It is necessary that the question of nutrition covers a prevail part of the human’s health. It holds a special place for people, including students, because the average age of student (18-22 years old) refers to period of final period of body growth. Aim and tasks. It was study and analysis of relation between the factual nutrition of students and their age.
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Taylor, David. "Clinical academics' views on teaching undergraduate medical students." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2008822/.
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The Medical School of the University of Liverpool is at a critical phase in its development. Through the 1990’s and 2000’s it improved from being at the bottom of the league tables, with graduates who were imperfectly prepared for their pre-registration house officer posts, to being at the top of the league tables with the best prepared graduates. In more recent years it has performed badly in the National Student Survey, and has, consequently fallen down towards the bottom of the league tables. The graduates are still well prepared, but the sense of cohesion and common endeavor within the medical school has been lost. This is manifest in several ways, but the trigger for this study was a difficulty in recruiting senior clinicians to teach our medical students. A series of semi-structured interviews was held with a purposive and convenience sample of fourteen senior clinicians. Nine of the participants were members of full time University staff with honorary National Health Service (NHS) contracts, and five were full time NHS clinicians with honorary University contracts. The gender balance was equivalent to that of the senior clinicians in our region (60M:40F). The approach taken in this study is a critical realist approach, whereby it is recognized that individual participants experience and interpret reality in their own particular ways. The factors that individuals consider to facilitate or frustrate their involvement in teaching undergraduate medical students are, at best, a proxy measure for the actual constraints and enablers. The themes extracted from the interviews were studied using a constructivist grounded theory method. The major enablers for being involved with teaching undergraduate medical students were the students themselves, and a desire to give them the best possible experience. The major constraints were a lack of clarity about expectations, a lack of recognition for those involved in teaching, and the difficulty of balancing competing imperatives. The two new elements uncovered in this study are the influence of colleagues (for good or ill) and the relative unimportance of “time” itself. A series of recommendations are made which involve leadership, communication, recognition, and, crucially, ensuring the agency of those who wish to be involved in educating undergraduate medical students. Awareness of these issues should strengthen the medical school in its resolve to improve the student experience, and rebuild our community of practice.
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Pereyra, Elías Reneé, Idrogo Juan José Montenegro, and Percy Mayta-Tristan. "Are medical students able to perform multicenter studies?" Medwave Estudios Limitada, 2015. http://hdl.handle.net/10757/579916.
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Meit, Heather Anderson. "Objective and subjective personality characteristics of medical students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1919.
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Thesis (Ph. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains vi, 68 p. : ill. Includes abstract. Includes bibliographical references (p. 55-62).
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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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Garlan, Karen. "MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20800.
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Electives appear in the curricula of medical schools worldwide and are a required component for all Australian medical students. The purpose of an elective is to offer medical students the opportunity to undertake supervised clinical practice in a discipline of their choice. Electives offer a choice not only in what to learn, but also where to learn. In addition, the elective term is perceived as an opportunity to experience health care overseas, especially in developing countries. Medical students are highly motivated to participate in electives, where they can become immersed in the challenges of clinical work without the necessary distractions of lectures, tutorials and exams. However, unlike other teaching and learning, which comes with a defined curriculum and assessment, electives require students to take responsibility for their own learning, not only in organizing and implementing it, but also in evaluating it. In most electives, learning is assessed, by the submission of a written report, portfolio or diary. Written reports such as these depend on students’ ability to reflect on their experiences in order to identify and appraise their own learning. Nevertheless, despite the large number of Australian medical students undertaking electives nationally and internationally, there is still very little research into how students describe their experiences and evaluate their learning no matter in which country they choose to study. The purpose of this thesis is to contribute to existing understanding of learning in electives by exploring the nature of reflection and quality of learning over three global areas (developing countries, developed countries and Australia) as described in 186 written reports submitted by 126 medical students on completion of electives taken during the Sydney Medical Program elective term of 2013. Using quantitative and qualitative research methods, this work was completed in two studies. Study 1 involved the measurement of students’ reflection in the written reports they submitted on completion of their electives. Study 1 revealed that overall levels of reflection were low, casting doubt on the use of reflection as an assessment strategy. Study 2 involved in-depth, iterative reading and interpretation of 186 written reports. Analysis using phenomenological and hermeneutic strategies uncovered nine distinct yet overlapping themes in students’ descriptions of learning in electives. These nine themes were then aligned within a validated framework for learning. Students described a wide range and large number of contextually situated, emotionally complex and socially mediated learning events that highlighted the importance of the affective domain in maintaining motivation in learning. In addition, the pervasive influence of stress and anxiety on learning featured strongly, particularly for students who took electives in developing countries. Findings from this research revealed that in the absence of prior learning, numerous students were unaware of the ethical issues they would encounter and and, as a result, experienced profound emotional and cognitive dissonance when working in developing countries. This dissonance, in many cases, diminished their ability to achieve positive learning outcomes. Students who remained in Australia or went to developed countries received consistent mentoring and support, which facilitated knowledge transfer and led to new understanding in a range of contexts. Further research needs to be given to the value of pre-departure training in authentic simulated conditions for students intending to go to developing countries. There should also be more emphasis on Global Health education, cultural compentency, ethics of volunteering and medical professionalism in the developing world. Additionally, in order to facilitate reflection, students need greater opportunities to develop their reflective writing skills and to generate deeper, more critical reflection in order to meaningfully engage with, and truly learn from their elective experiences.
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Donlan, Michael J. "Voiceless in Medical School: Students with Physical Disabilities." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449833.
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Students with physical disabilities are underrepresented in medical school. Individuals with physical disabilities have largely been left out the diversity movement, which has increased access to medical education for women and minority students (Steinberg, Iezzoni, Conill, & Stineman, 2010). For students with physical disabilities who are admitted, not much is known about their experiences, thus the focus of this study was to explore the medical school experiences of individuals with physical disabilities. as the theoretical framework, the social model of disability as developed by Oliver (2009) allowed for an examination of how medical students with physical disabilities experienced the medical school environment. For this study, I utilized a qualitative approach as a guide. Seven former medical students, six males and one female, with physical disabilities were interviewed about their experiences through medical education, from their efforts to gain admission to medical school, through their didactic and clinical education and training, and ultimately to their practice as a physician. The stories of the participants created a narrative account of the subjective meaning they created. This research found that although deficit models of disability persist in society, each participant overcame their physical impairment, and societal barriers, physical and social, to complete medical school and residency programs. Each participant found success through a combination of alternative methods of acquiring knowledge and performing medical procedures, internal motivation and determination, and the support of allies. The findings demonstrate that the structural and social construction of the medical school environment is inhospitable to individuals with physical disabilities.
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Charles, Stephen. "Perceptions of Mentoring from Fourth Year Medical Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/4998.
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This mixed-methods research study investigated medical students' perspectives of professional mentoring through a web-based survey/needs assessment. The participants are fourth year medical students from three large urban research institutions and two regional branch campuses. The web-based survey/needs assessment was created, peer reviewed, and validated. A strategic sampling of focus groups was conducted to gather additional information regarding the results from the web-based survey. The information and data obtained from the survey and focus groups was used to provide recommendations for administrators and faculty about the mentoring program for each campus. A new proposed model of mentoring was developed upon analysis of both quantitative and qualitative data. The significance of this study includes not only the findings about medical school students' perspectives of professional mentoring, but also the development of a validated assessment tool able to inform administrators about perceptions of their medical students.
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Habecker, Harold B. "Teaching clinical medical students and residents biblical foundations for decision-making in medical ethics." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Chan, Suet-lai. "An investigation into approaches to learning of Guangzhou's medical and economic law students." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671674.
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Anderson, Kirsty Jane. "Factors affecting the development of undergraduate medical students' clinical reasoning ability." Click here to access, 2006. http://hdl.handle.net/2440/37850.
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It is important for doctors to be clinically competent and this clinical competence is influenced by their clinical reasoning ability. Most research in this area has focussed on clinical reasoning ability measured in a problem - solving context. For this study, clinical reasoning is described as the process of working through a clinical problem which is distinct from a clinical problem solving approach that focuses more on the outcome of a correct diagnosis. Although the research literature into clinical problem solving and clinical reasoning is extensive, little is known about how undergraduate medical students develop their clinical reasoning ability. Evidence to support the validity of existing measures of undergraduate medical student clinical reasoning is limited. In order better to train medical students to become competent doctors, further investigation into the development of clinical reasoning and its measurement is necessary. Therefore, this study explored the development of medical students' clinical reasoning ability as they progressed through the first two years of a student - directed undergraduate problem - based learning ( PBL ) program. The relationships between clinical reasoning, knowledge base, critical thinking ability and learning approach were also explored. Instruments to measure clinical reasoning and critical thinking ability were developed, validated and used to collect data. This study used both qualitative and quantitative approaches to investigate the development of students' clinical reasoning ability over the first two years of the undergraduate medical program, and the factors that may impact upon this process. 113 students participated in this two - year study and a subset sample ( N = 5 ) was investigated intensively as part of the longtitudinal qualitative research. The clinical reasoning instrument had good internal consistency ( Cronbach alpha coefficient 0.94 for N = 145 ), inter - rater reliability ( r = 0.84, p < 0.05 ), and intrarater reliability ( r = 0.81, p < 0.01 ) when used with undergraduate medical students. When the instrument designed to measure critical thinking ability was tested with two consecutive first year medical student cohorts ( N = 129, N = 104 ) and one first year science student cohort ( N = 92 ), the Cronbach Alpha coefficient was 0.23, 0.45 and 0.67 respectively. Students ' scores for clinical reasoning ability on the instrument designed as part of this research were consistent with the qualitative data reported in the case studies. The relationships between clinical reasoning, critical thinking ability, and approach to learning as measured through the instruments were unable to be defined. However, knowledge level and the ability to apply this knowledge did correlate with clinical reasoning ability. Five student - related factors extrapolated from the case study data that influenced the development of clinical reasoning were ( 1 ) reflecting upon the modeling of clinical reasoning, ( 2 ) practising clinical reasoning, ( 3 ) critical thinking about clinical reasoning, ( 4 ) acquiring knowledge for clinical reasoning and ( 5 ) the approach to learning for clinical reasoning. This study explored students' clinical reasoning development over only the first two years of medical school. Using the clinical reasoning instrument with students in later years of the medical program could validate this instrument further. The tool used to measure students' critical thinking ability had some psychometric weaknesses and more work is needed to develop and validate a critical thinking instrument for the medical program context. This study has identified factors contributing to clinical reasoning ability development, but further investigation is necessary to explore how and to what extent factors identified in this study and other qualities impact on the development of reasoning, and the implications this has for medical training.Thesis (Ph.D.)-- Medicine Learning and Teaching Unit, 2006.
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Gao, Lili. "The development of thinking as a doctor in medical students through multiprofessional team placements- medical students' identities in 'facing' other professional groups." Thesis, Exeter and Plymouth Peninsula Medical School, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511621.
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Seago, Brenda. "UTILIZATION OF SIMULATION TO TEACH PELVIC EXAMINATION SKILLS TO MEDICAL STUDENTS: IMPLICATIONS FOR MEDICAL EDUCATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2290.
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Medical education is changing. Physicians have less time for teaching clinical skills and for direct observation of medical students, due to sicker patients in the hospital, shorter hospital stays, competing demands of research and patient care, and implementation of the eighty hour work week for residents. The consumer movement increased awareness of medical errors, patient safety and quality of healthcare. Teaching the pelvic examination is ethically complex. Questions have arisen about medical students learning to conduct the pelvic examination on actual patients. This study utilizes the pelvic examination simulator and genital teaching associates (GTAs) to teach pelvic exam skills to optimize limited resources, as well as address safety and ethical concerns. The purpose of the study was to provide medical students with more practice in pelvic examination skills, to test a pelvic examination simulator, and to explore a new model for teaching pelvic examination skills to second year medical students. After IRB approval, one hundred sixty eight second year medical students at Virginia Commonwealth University School of Medicine participated in the study. A two-armed trial design provided all medical students with pelvic exam training on the pelvic exam simulator and genital teaching associate. Data were gathered via an experience and demographic questionnaire, blood pressure readings, the Fear of Pelvic Examination Scale scores and performance scores after the training. Data analysis consisted of descriptive statistics, paired and independent sample t-tests and the linear mixed model. Statistical tests determined the relationship between fear, blood pressure and performance. The findings revealed that the GTA training group had significantly more fear than the pelvic exam simulator group and significantly higher performance scores than the simulator group. The gender analysis indicated that males had significantly more fear than females. Prior experience with pelvic exam simulators did not appear to reduce anxiety among medical students when first conducting pelvic exams with humans. Completion of pelvic exam training with a GTA may reduce fear substantially and make later training with the pelvic exam simulator the optimal first experience. Use of simulation in medical education reduces ethical concerns, optimizes limited resources and reduces patient safety issues.
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O'Keefe, Maree Frances. "Maternal perspectives of child health consultations by medical students." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09pho4121.pdf.
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"June 2002" Errata inside back cover. Bibliography: leaves 244-256. The first aim of this thesis was to determine the relationship between medical student clinical competence and patient-centredness, and maternal satisfaction and subsequent recall of information in child health consultations. The second aim was to test the application of this knowledge in medical student teaching programmes. The study demonstrated the ability of mothers to assess the clinical competence and patient-centredness of medical students in videotaped consultations. Applications in medical student learning were also developed and evaluated.
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Jandial, Sharmila. "Development of a paediatric musculoskeletal curriclum for medical students." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1060.
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Despite the frequency of musculoskeletal (MSK) complaints in childhood, doctors involved in the care of children report low self-confidence in their paediatric musculoskeletal (pMSK) clinical skills and show poor performance. This is hardly surprising considering the little pMSK teaching delivered within UK medical schools and the perception that this is poorly done compared with other clinical skills within child health. This lack of pMSK education is likely to be significant when considering the delayed diagnosis and access to specialist care that affects many children with pMSK disease. As any doctor could be involved in the care of children from the point of graduation, clinical skills and knowledge needs to be introduced at undergraduate level. Although efforts have been made to improve adult MSK education, this does not take into account the principles of child health and differences between adults and children. There is therefore a need to identify and agree on core pMSK educational content to be taught within the UK undergraduate curriculum. This should follow the principles of outcome-based education as practised in UK medical schools. This study has identified the content for a pMSK undergraduate curriculum. Focus groups and interviews were held with medical students, and key stakeholders within pMSK medicine and child health. Participants proposed content for pMSK teaching and identified the barriers within the current teaching environment. Expert consensus was then achieved on curriculum content using a Delphi process followed by a Nominal Group Technique. The final pMSK curriculum comprised learning outcomes (n=47), core presentations (n=8) and core conditions (n=14). These should inform the rest of the curriculum content and could be included in undergraduate child health teaching at all UK medical schools. It is hoped that by delivering this curriculum, all graduating doctors will then be equipped with the appropriate clinical skills and knowledge to assess all children with pMSK presentations, and will ultimately improve patient care. Further work is need on implementation and evaluation of this curriculum.
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Liang, Miaoyin, and 梁妙茵. "Medical students' attitude towards antibiotics misuse in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4842447X.
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Background
Antibiotics resistance is a major public health threat worldwide. Super bugs, for example, drug resistant tuberculosis or Staphylococcus aureus, are increasingly common in the communities. Hong Kong is one of the areas which have the highest antibiotics resistant strains prevalence rate in the world. Irrational use of antibiotics is an important contributing factor to the emergence of antibiotics resistance. Physician stewardship in the prescription of antibiotics is pivotal in the prevention of antibiotics resistance emergence. Medical students are going to be practicing doctors after graduation from medical school. But few studies had been conducted to investigate their knowledge and attitude towards antibiotics resistance and use, and relations with anticipated antibiotics prescription behaviour.
Method
145 medical students at the University of Hong Kong were recruited in this study to complete a self-administered questionnaire. There were in total 14 questions in this questionnaire, covering 2 major themes 1.Self-report of current and past antibiotic use and behaviour; 2.Anticipated prescription behaviour of antibiotics upon graduation and practice in the future. Chi-square test was used to investigate the association between attitude and knowledge of antibiotics with their anticipated prescription behavior upon graduation and practice. Multivariable logistic regression model was used to adjust for potential confounders.
Results
67.6 % of the participants hold the correct knowledge of the proper use of antibiotics. Compare with the participants who hold the wrong knowledge, they were to 0.18 times more likely to inappropriately prescribe antibiotics for non-complicated Upper respiratory tract infections (URTI). (OR: 0.18, 95 % CI: (0.08, 0.43); p <0.001). Respectively 33.6 % and 4.9% of all the participants perceived the severity of antibiotics resistance in Hong Kong as “Severe” and “Very severe “. Those who rated “Severe” or above were 0.37 times more likely to inappropriately prescribe antibiotics for non-complicated URTIs compared with the participants who rated “Neutral” or below. (OR: 0.37, 95 % CI: (0.15, 0.91); p = 0.03). Logistic regression model was employed to test the interaction effect. Result showed that clinical training significantly interacted with antibiotics knowledge (p < 0.01)and perceived severity of antibiotics resistance (p = 0.02) in their relations with inappropriate prescription for non-complicated URTIs.
Conclusion
For the medical students who have received clinical training, those who were more aware of the severity of antibiotics resistance in Hong Kong were less likely to inappropriately prescribe antibiotics for non-complicated URTI. For the medical students who have not received clinical training, correct knowledge of antibiotic use is associated with less inappropriate antibiotics prescription behaviour. These suggest that knowledge and attitude towards antibiotics resistance and use are important factors that may impact on physician stewardship in antibiotics use in the community.published_or_final_version
Public Health
Master
Master of Public Health
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Collins, Kenneth Edward. "Jewish medical students and graduates in Scotland : 1739-1945." Thesis, University of Glasgow, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277294.
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Field, Jennifer. "How medical students learn to 'take histories' from patients." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403856.
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Hall, James Warren. "Comparison of B.A./M.D. program medical student performance with traditional medical students /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3242860.
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Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006.Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4113. Adviser: Jane W. Loeb. Includes bibliographical references (leaves 151-155) Available on microfilm from Pro Quest Information and Learning.
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Potrykus, Julie A. "Socialization of medical students." 1992. http://catalog.hathitrust.org/api/volumes/oclc/25964860.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1992.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 38-46).
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"Self-determination in medical school: medical students' perspectives." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-07-2103.
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Medical students enter medical school with varied backgrounds and learning expectations. Tensions arise between medical students’ expectations and expectations of the teachers and program, which impacts motivation. In self-determination theory people are motivated by satisfaction of three psychological needs: autonomy, competence, and relatedness, which enhance self-determination, but when hindered decrease motivation and well-being.
The purpose of this study was to explore medical students' perspectives of their self-determination during medical school by exploring medical students’ perspectives of autonomy-supportiveness, competence-supportiveness, and relatedness with their teachers in their medical education program, and the impact on their learning.
I used mixed methods design with two phases. In Phase I, medical students from a single institution completed three surveys all derived from self-determination theory, which investigated causality orientation, autonomy-supportiveness of teachers, and motivation to engage in learning. In Phase II, two World Café events were held at two sites. Medical students’ discussed their perspectives of autonomy, competence, and relatedness in their medical education. I used deductive content analysis to organize the findings into themes.
In Phase I, 178 students responded (57% female). Survey scores were compared by gender, year in program, years of university before medical school, and distributed program site. The results indicated that medical students were autonomously oriented. Females were more autonomy-oriented than males, and engaged in learning for more autonomous reasons. Students in the distributed site perceived their teachers to be less autonomy supportive.
In Phase II, 64 students attended two World Café events. Themes were categorized according to psychological need. The students identified several teacher actions and curricular structures that supported and hindered their self-determination. The themes across distributed sites were consistent; however, students in the distributed site perceived lower autonomy and less relatedness with their teachers.
This study used qualitative methods to explore students’ perspectives of self-determination, which is unique to the self-determination literature. Educators often emphasize teaching methods to maximize cognitive and motivational outcomes. However, medical students emphasized specific teacher actions and curricular supports as most important for establishing the motivational context for learning. This research will help medical teachers to intentionally create appropriate motivational contexts for learners.