scholarly journals Medical Student Participation in Otolaryngology Telemedicine Clinic During COVID-19: A Hidden Opportunity

2020 ◽  
pp. 019459982097096
Author(s):  
William R. Pellegrini ◽  
David O’Neil Danis ◽  
Jessica R. Levi
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Patient Care ◽  
Student Learning ◽  
Educational Quality ◽  
Future Research ◽  
Working Relationships ◽  
Patient Interactions ◽  
Student Observation ◽  
Enhance Student Learning

The undergraduate medical student educational experience was greatly altered this year due to coronavirus disease 2019. Many otolaryngology departments increased use of telemedicine technologies to avoid the need for in-person contact. Medical student incorporation into telemedicine clinics is important to increase their comfort with this format of patient care and to continue student exposure to the field of otolaryngology. The technical and logistical aspects of student inclusion in telemedicine clinics at our institution are detailed. While telemedicine is still an evolving tool for experienced practitioners, there are likely advantages to the use of telemedicine patient visits for student learning. These may include closer working relationships between student and preceptor, as well as increased opportunities for student observation and feedback. Medical students should not assume telemedicine experiences are of inferior educational quality to in-person patient interactions. Future research should investigate ways telemedicine could enhance student learning.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

scholarly journals Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training

2019 ◽  
Vol 6 ◽  
pp. 238212051985204
Author(s):  
Erik Langenau ◽  
Sarah B Frank ◽  
Sarah J Calardo ◽  
Michael B Roberts
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
Student Experiences ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Care Experience ◽  
Ensure Patient Safety ◽  
College Of Osteopathic Medicine

Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study was non-experimental with a cross-sectional convenience sample of osteopathic medical students about their shadowing experiences before and during medical school. The survey was sent to all matriculated osteopathic medical students (OMS1-4) for the 2017 to 2018 academic year from two medical schools: Philadelphia College of Osteopathic Medicine (PCOM) (1084 total students) and PCOM-Georgia (554 total students). The final survey instrument included three sections: demographics (6 questions), pre-medical shadowing experiences (21 questions), and medical student shadowing experiences (24 questions). Results: Respondents (357) identified themselves as OMS1 (96), OMS2 (89), OMS3 (73), OMS4 (95) and other (2, OMS5) with enrollment at PCOM-Philadelphia (242) and PCOM-Georgia (115). Among survey respondents, 339 (95.5%) reported shadowing a physician as a pre-medical student, and 110 (30.8%) reported shadowing (outside of their required clinical rotations) a physician during medical school. Requirements to participate were inconsistent; fewer than 50% of shadowing experiences required Health Insurance Portability and Accountability Act of 1996 (HIPAA) training, proof of vaccination, or purified protein derivative (PPD) documentation. In addition to observation, pre-medical and medical students, respectively, participated in history taking (44 [13%], 47 [42.7%]), physical examinations (45 [13.3%], 44 [40%]) and procedures (13, [3.8%], 20 [18.2%]) during their shadowing experiences. Motivations to participate in shadowing varied between pre-medical and medical student experiences, but both groups mentioned their desire to learn more about a particular discipline, obtain letters of recommendation, and gain patient care experience. Students recommended both pre-medical (273 [80.5%]) and medical school (93 [84.5%]) shadowing to future students. Conclusion: Shadowing remains a common and important tool for students to learn about patient care, medicine and careers. The nature of each shadowing experience and participation requirements are quite variable. Measures to ensure patient safety, confidentiality, liability and supervision are inconsistently applied. Promoting guidelines, as well as codes of conduct, for shadowing could serve as a helpful resource for students, academic advisors and supervising clinicians.

scholarly journals 980. Using Videoconferencing with the Clinical Microbiology Lab to Enhance Medical Student Learning During Clinical Rotations

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S41-S41
Author(s):  
Peter Chin-Hong ◽  
Brian Schwartz
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Focus Groups ◽  
Student Learning ◽  
Laboratory Tests ◽  
Clinical Microbiology ◽  
Clinical Microbiology Laboratory ◽  
Microbiology Laboratory ◽  
Clinical Workflow ◽  
Medical Student Learning

Abstract Background Preclinical medical student learning in the microbiology laboratory traditionally focuses on enhancing understanding of microbiology but less on understanding clinical workflow. During a novel course that revisited foundational sciences during clerkships, we designed a virtual microbiology laboratory session to enhance understanding and familiarity with clinical workflow on testing of patient samples. Methods The virtual microbiology laboratory sessions were conducted twice in 2018, each including 80 third-year medical students. Clinical cases were used to build upon foundational knowledge. We live-streamed video and audio content from the clinical microbiology laboratory to a remote classroom via the Zoom videoconferencing platform. We conducted the session as a tour and lively interview with microbiology staff who explained the processing as well as diagnostic testing Methods. Students were able to ask questions. To evaluate the sessions we (1) distributed a quantitative survey using a 5-point Likert scale (5 = strongly agree) and (2) conducted focus groups with learners. Qualitative data were analyzed using open and axial coding. Results In a questionnaire administered to 160 students, 74% of respondents agreed that the technical aspects and faculty in the session provided the feeling on a “hands-on” tour. Of the respondents, 58% reported that they would be more likely to contact the microbiology laboratory team for help in ordering or interpreting various laboratory tests. In focus groups, learner reflections reinforced the ability of this format to ensure standardization with each student getting to clearly see the demonstration and hear instructor perspectives. Students also appreciated the linear approach of following a specimen from arrival to the laboratory, a better understanding of the laboratory staff and their roles in performing and interpreting laboratory tests. The live feed could be enhanced further by better audio and video synchronization and by reducing ambient noise. Conclusion Videoconferencing with the clinical microbiology laboratory can be used to effectively teach microbiology and infectious diseases content to advanced medical students. Whether this exposure to the microbiology laboratory can enhance patient care outcomes requires further study. Disclosures All authors: No reported disclosures.

Practicing Retrieval Facilitates Learning

2021 ◽  
Vol 72 (1) ◽  
pp. 609-633
Author(s):  
Kathleen B. McDermott
Keyword(s):  
Student Learning ◽  
Testing Effect ◽  
Future Research ◽  
Classroom Setting ◽  
Theoretical Understanding ◽  
New Information ◽  
The Future ◽  
Enhance Student Learning

How do we go about learning new information? This article reviews the importance of practicing retrieval of newly experienced information if one wants to be able to retrieve it again in the future. Specifically, practicing retrieval shortly after learning can slow the forgetting process. This benefit can be seen across various material types, and it seems prevalent in all ages and learner abilities and on all types of test. It can also be used to enhance student learning in a classroom setting. I review theoretical understanding of this phenomenon (sometimes referred to as the testing effect or as retrieval-based learning) and consider directions for future research.

Hospice Patient Care Goals and Medical Students’ Perceptions: Evidence of a Generation Gap?

2020 ◽  
Vol 38 (2) ◽  
pp. 114-122
Author(s):  
Kathryn Levy ◽  
Pei C. Grant ◽  
Christopher W. Kerr ◽  
David J. Byrwa ◽  
Rachel M. Depner
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Patient Care ◽  
End Of Life ◽  
End Of Life Care ◽  
First Year ◽  
Life Care ◽  
Patient Centered ◽  
Hospice Patients ◽  
Centered Care

Background: The ability to perceive care goals of the dying may be an indicator of future quality patient-centered care. Research conducted on end-of-life goals indicates discrepancies between patients and physicians. Objective: The aim of this study is to compare end-of-life care goals of hospice patients and medical student perceptions of patient care goals. Design: Hospice patients and medical students were surveyed on their care goals and perceptions, respectively, using an 11-item survey of goals previously identified in palliative care literature. Medical student empathy was measured using the Interpersonal Reactivity Index. Settings/Participants: Eighty hospice patients and 176 medical students (97 first-year and 79 third-year) in a New York State medical school. Results: Medical students ranked 7 of the 11 care goals differently than hospice patients: not being a burden to family ( p < .001), time with family and friends ( p = .002), being at peace with God ( p < .001), dying at home ( p = .004), feeling that life was meaningful ( p < .001), living as long as possible ( p < .001), and resolving conflicts ( p < .001). Third-year students were less successful than first-year students in perceiving patient care goals of hospice patients. No significant differences in medical student empathy were found based on student year. Conclusions: Medical students, while empathetic, were generally unsuccessful in perceiving end-of-life care goals of hospice patients in the psychosocial and spiritual domains. Differences impeding the ability of medical students to understand these care goals may be generationally based. Increased age awareness and sensitivity may improve future end-of-life care discussions. Overall, there is a need to recognize the greater dimensionality of the dying in order to provide the most complete patient-centered care.

Patient Care and Student Learning in the OPD

PEDIATRICS ◽  
1973 ◽  
Vol 51 (6) ◽  
pp. 1108-1109
Author(s):  
David M. Orenstein ◽  
Allen J. Dietrich
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Patient Care ◽  
Community Health ◽  
Student Learning ◽  
School Settings ◽  
Elective Course ◽  
Apprenticeship Program ◽  
Second Year ◽  
Western Reserve

We read with interest the article by Duff et al.1 on ambulatory pediatric training, and especially the comments by Drs. Haggerty and Green.2,3 A program which would be easily adapted to many different medical school settings and which meets most of Dr. Haggerty's criteria for initial ambulatory experiences has been in operation at Case Western Reserve University for three years. The Medical Student Apprenticeship Program was conceived of, organized, and run by students. It is an official elective course in the Department of Community Health for first-and second-year students, some 40 to 50 of whom are now enrolled.

scholarly journals 2503 First year medical student characteristics associated with readiness to talk about race

2018 ◽  
Vol 2 (S1) ◽  
pp. 56-56
Author(s):  
Brooke Cunningham ◽  
Rachel Hardeman ◽  
Samantha Carlson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
White Students ◽  
The United States ◽  
Student Characteristics ◽  
Major Type ◽  
Future Research ◽  
First Year ◽  
Stem Majors ◽  
First Year Medical Students

OBJECTIVES/SPECIFIC AIMS: Calls to break the silence around the effects of racism on health are growing. Few researchers have examined the relationship between medical student characteristics and students’ comfort, motivation, and skill to discuss racism. This paper examines medical student characteristics associated with readiness to talk about racism among first-year medical students at the University of Minnesota. METHODS/STUDY POPULATION: In February 2017 prior to a lecture on racism and health, we invited first year medical students to participate in a web-based survey about their experiences and comfort discussing racism. We calculated descriptive statistics and measured differences by student race (White vs. Asian vs. Black/multiracial/other) and undergraduate major type (STEM vs. non-STEM) using χ2 tests for variables with categorical responses and generalized linear regression models with pairwise comparisons (i.e., 2-sample t-tests) for variables with continuous responses. RESULTS/ANTICIPATED RESULTS: (n=107/163). The majority of students were male (53%); White (75%); and majored in STEM majors in college (85%). College major was not associated with race. Students’ responses to multiple items suggest that the vast majority perceived racial inequality as a major problem in the United States. Race was significantly associated with only 1 of these items. Specifically, 100% (16/16) of Black/multiracial/other students [under-represented minority (URM) students] reported “too little attention” is paid to race and racial issues, while only 53% of White students (42/79) and 55% of Asian students (6/11) chose this response. Students with non-STEM majors and students who identified as URM students reported talking about racism with friends more often than STEM majors and white students, respectively. In conversations about race at school, two-thirds of students were concerned that they might unintentionally offend others or be misunderstood. However, non-STEM majors and URM students were significantly less worried that they would unintentionally offend others in conversations about race at school than STEM majors and white students. Larger percentages of URM students (50%) than White students (25%) were afraid that others would not respect their views because of their race. White students were more afraid that they might that they would be called racist than URM students. DISCUSSION/SIGNIFICANCE OF IMPACT: Many students find it challenging to discuss race and racism in medical education settings. URM students and non-STEM majors reported greater frequency talking about racism with friends and appear to be less anxious in conversations about racism than White students and STEM majors respectively. Given non-STEM majors' greater psychological safety discussing racism, future research should explore whether non-STEM majors are better prepared and more motivated to address racial disparities in health and health care than STEM majors. Such research could have important implications for medical school admissions.

scholarly journals Patient Care Ownership in Medical Students: A Validation Study

2021 ◽  
Author(s):  
Tasha R. Wyatt ◽  
Elena A. Wood ◽  
Jennifer L. Waller ◽  
Sarah C. Egan ◽  
Lara M. Stepleman
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Patient Care ◽  
Validation Study ◽  
Affective State ◽  
Student Population ◽  
Psychological Ownership ◽  
Internal Reliability ◽  
Self Confidence ◽  
Specific Interpretation

Abstract Background: Psychological Ownership is the cognitive-affective state individuals experience when they come to feel they own something. The construct is context-dependent reliant on what is being owned and by whom. In medical education, this feeling translates to what has been described as “Patient Care Ownership,” which includes the feelings of responsibility that physicians have for patient care. The construct was originally validated with business employees, then recently translated into residency education where ownership behavior is expected. We adapted this instrument for a medical student population where patient ownership skills begin.Methods: Guiding our validation study was Downing’s framework, which combines theory, predicted relationships, and empirical evidence to propose the use of newly created instruments. Downing argues that assessments are not valid in and of themselves; they are the result of researchers’ evidence gathered in support of a specific interpretation. We chose to adapt this instrument because, like employees who feel that various projects belong to them, physicians share similar feelings about patients and their care. Results: The results show that the initial subscales proposed by Avey et al. (i.e. Territoriality, Accountability, Belongingness, Self-efficacy, and Self-identification) did not account for item responses in the revised instrument when administered to medical students. Instead, four subscales (Team Inclusion, Accountability, Territoriality, and Self-Confidence) better described patient care ownership for medical students, and the internal reliability of these subscales was found to be good. Using Cronbach’s alpha, the internal consistency among items for each subscale, includes: Team Inclusion (.91), Accountability (.78), Territoriality (.78), and Self-Confidence (.82). The subscales of Territoriality, Team Inclusion, and Self-Confidence were negatively correlated with the 1-item Burnout measure (P=0.01). The Team Inclusion subscale strongly correlated with the Teamwork Assessment Scale (TSA), while the subscales of Accountability correlated weakly, and Self-Confidence and Territoriality correlated moderately.Conclusions: Our study provides strong preliminary validity evidence for an adapted version of Avey et al.’s psychological ownership survey, specifically designed to measure patient care ownership in a medical student population. We expect this revised instrument to be a valuable tool to medical educators evaluating and monitoring students as they learn how to engage in patient care ownership.

scholarly journals Benefits and Barriers to Teaching Medical Students in an Ob-Gyn Clinic

2018 ◽  
Vol 5 ◽  
pp. 233339281775351 ◽  
Author(s):  
Michael F. Fialkow ◽  
Carrie M. Snead ◽  
Jay Schulkin
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Pilot Study ◽  
Patient Care ◽  
Health Care System ◽  
Intellectual Stimulation ◽  
Recruitment And Retention ◽  
Medical Education Program ◽  
Care System

Introduction: As the US health-care system has evolved over the past decade, access to obstetric care in rural communities has declined, and there has been a challenge in retaining obstetrics and gynecology (OB-GYN) providers to train the next generation of physicians. The current pilot study sought to identify the factors that influence faculty who train medical students within the field of OB-GYN with the hope of influencing recruitment and retention of providers for the future. Methods: Clinical OB-GYN faculty within the University of Washington School of Medicine regional medical education program were surveyed about practice patterns and beliefs regarding medical student training as part of a pilot study on provider recruitment and retention. Results: Fifty-seven eligible respondents completed the survey. Most (88.9%) reported their hospitals encourage student participation in patient care. Students in their practices participate in many aspects of patient care, including conducting exams (96.2%) and participating in the operating room (94.3%). The majority found the rewarding aspects of teaching medical students to be intellectual stimulation (90.9%), continuing the tradition of medical teaching (87.5%), and the intrinsic satisfaction of teaching (83.6%). Challenging aspects of teaching included reduced reimbursement (40%) and the student/workload (63.6%). Discussion: Medical student education continues to rely on a generation’s medical professionals to impart their knowledge to the next. We hope that with a better understanding of the benefits of participation and minimization of the challenges, we can perpetuate this tradition despite the uncertainty in our health-care system.

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