scholarly journals Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

2021 ◽  
Vol 37 (7) ◽  
Author(s):  
Anbreen Aziz ◽  
Farah Farhan ◽  
Faiza Hassan ◽  
Aasma Qaiser
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Undergraduate Medical Education ◽  
Nonverbal Communication ◽  
Online Survey ◽  
Negative Impact ◽  
Freedom Of Expression ◽  
Head Movements ◽  
Creative Commons ◽  
The Subject

Objective: To explore student’s perceptions regarding impact of kinesics (facial expressions, gestures, head movements and postures) on undergraduate medical education. Methods: A qualitative exploratory online survey was conducted from July-Sept 2020 among purposively chosen final year BDS students (n=150) of three dental colleges of Islamabad during COVID-19 lockdown phase. Semi-structured survey questions were validated and piloted before execution. Thematic analysis was performed, and consensus was built among all authors regarding findings, hence ensuring analytical triangulation. Results: Response rate was 46% (69/150). Twenty sub-themes emerged under three domains of kinesics. Participants told that ‘neutral expressions’ frequently used by teachers create ‘boring learning environment’ and ‘hesitation among students to ask questions.’ A smile of teacher imparts ‘new degree of interest in the subject’ and gives ‘freedom of expression’ to the students. On contrary, anger ‘demotivate’ students, instills ‘fear among them’, make them anxious therefore, they are ‘unable to understand lectures’ which ultimately leads to ‘loss interest in the subject’. Use of gestures by teachers creates ‘enjoyable teaching-learning process’ but movements such as clearing throat or shaky legs produce ‘constant split-second interruption’. Moreover, standing posture of teachers bring ‘interest and alertness among students’. Conclusion: Nonverbal communication can have positive or negative impact on undergraduate medical education. Therefore, teachers may start lecture with a smile and anger should be avoided to produce friendly and healthy learning environment. Faculty training is required for the effective use of nonverbal communication strategies to create an optimal learning environment for the students. doi: https://doi.org/10.12669/pjms.37.7.4180 How to cite this:Aziz A, Farhan F, Hassan F, Qaiser A. Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4180 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Undergraduate medical education: a national survey of consultant radiologists

2020 ◽  
Vol 93 (1112) ◽  
pp. 20200380 ◽  
Author(s):  
C Chew ◽  
PJ O’Dwyer
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
National Survey ◽  
Online Survey ◽  
Professional Activity ◽  
Large Drop ◽  
Current Role ◽  
Health Boards

Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.

scholarly journals The Smartphone Use in Indonesian Schools: The High School Students’ Perspectives

2018 ◽  
Vol 7 (3) ◽  
pp. 33 ◽  
Author(s):  
Karmila Machmud
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Online Survey ◽  
Negative Impact ◽  
School Students ◽  
Online Surveys ◽  
Smartphone Use ◽  
The Subject

<p> </p><p>The goal of this research is to investigate schools’ policy of using a mobile phone at schools from the perspective of secondary school students in Indonesia. It happens to be a long debate involving educators in Indonesia on whether or not the use of smartphone can be allowed in schools. So far, all we hear is the perspectives of teachers and schools’ administrators regarding the ban but never from the students, even though the students are the subject of these debates. This research is conducted in order to investigate, as well as to give the opportunity for students’ to voice their opinion, point of views, and perspectives toward the issue of banning smartphone use at schools. The data of this research was collected through online survey aimed at secondary schools’ students in Gorontalo, Indonesia. There are 250 students from 5 high schools have responded to the online surveys. The result shows that even though students mostly believe that the use of smartphone should be integrated into teaching and learning process, an appropriate policy of using it at school should be designed in order to get rid of the negative impact cause by it, and to maximize the use of it as a sophisticated resource to help students learn better at school.</p>

The digital age: is this the future of medical education? A cross-sectional study to assess medical students’ opinions about e-learning in psychiatry undergraduate medical education

2014 ◽  
Vol 31 (2) ◽  
pp. 89-96
Author(s):  
D. Mullins ◽  
F. Jabbar ◽  
N. Fenlon ◽  
K. C. Murphy
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Performance ◽  
Undergraduate Medical Education ◽  
Cross Sectional Study ◽  
Virtual Learning Environment ◽  
Cross Sectional ◽  
E Learning

ObjectivesThe main objectives were to assess medical students’ opinions about e-learning in psychiatry undergraduate medical education, and to investigate a possible relationship between learning styles and preferences for learning modalities.MethodDuring the academic year 2009/2010, all 231 senior Royal College of Surgeons in Ireland (RCSI) medical students in their penultimate year of study were invited to answer a questionnaire that was posted online on Moodle, the RCSI virtual learning environment.ResultsIn all, 186 students responded to the questionnaire, a response rate of 80%. Significantly more students stated a preference for live psychiatry tutorials over e-learning lectures. Students considered flexible learning, having the option of viewing material again and the ability to learn at one’s own pace with e-learning lectures, to be more valuable than having faster and easier information retrieval.ConclusionStudents prefer traditional in-class studying, even when they are offered a rich e-learning environment. Understanding students’ learning styles has been identified as an important element for e-learning development, delivery and instruction, which can lead to improved student performance.

scholarly journals Awareness of Bullying in Residency: Results of a National Survey of Internal Medicine Program Directors

2018 ◽  
Vol 10 (2) ◽  
pp. 209-213 ◽  
Author(s):  
Manasa S. Ayyala ◽  
Saima Chaudhry ◽  
Donna Windish ◽  
Denise Dupras ◽  
Shalini T. Reddy ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Learning Environment ◽  
National Survey ◽  
Negative Impact ◽  
Geographic Location ◽  
Program Directors ◽  
Residency Programs ◽  
Annual Survey ◽  
Program Characteristics

ABSTRACT Background  Bullying of medical trainees is believed to occur more frequently in medical education than once thought. Objective  We conducted a survey to understand internal medicine program director (PD) perspectives and awareness about bullying in their residency programs. Methods  The 2015 Association of Program Directors in Internal Medicine (APDIM) annual survey was e-mailed to 368 of 396 PDs with APDIM membership, representing 93% of internal medicine residency programs. Questions about bullying were embedded within the survey. Bivariate analyses were performed on PD and program characteristics. Results  Of a total of 368 PD APDIM members, 227 PDs (62%) responded to the survey. Less than one-third of respondents (71 of 227, 31%) reported being aware of bullying in their residency programs during the previous year. There were no significant differences in program or PD characteristics between respondents who reported bullying in their programs and those who did not (gender, tenure as PD, geographic location, or specialty, all P &gt; .05). Those who acknowledged bullying in their program were more likely to agree it was a problem in graduate medical education (P &lt; .0001), and it had a significant negative impact on the learning environment (P &lt; .0001). The majority of reported events entailed verbal disparagements, directed toward interns and women, and involved attending physicians, other residents, and nurses. Conclusions  This national survey of internal medicine PDs reveals that a minority of PDs acknowledged recent bullying in their training programs, and reportedly saw it as a problem in the learning environment.

scholarly journals Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context

2021 ◽  
Vol 37 (4) ◽  
Author(s):  
Kamran Sattar ◽  
Muhamad Saiful Bahri Yusoff ◽  
Wan Nor Arifin ◽  
Mohd Azhar Mohd Yasin ◽  
Mohd Zarawi Mat Nor
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
English Language ◽  
Medical Professionalism ◽  
Original Research ◽  
Creative Commons ◽  
Review Question ◽  
The Individual ◽  
Age Range

Background and Objectives: Medical Professionalism (MP) establishes the trust between society and doctors. We aimed at finding frequently highlighted qualities of MP in the literature. Methods: We searched PubMed and Scopus for attributes of MP, using terms, “Professionalism,” “Medical Students,” and “Undergraduate Medical Education”. We included English language, original research articles with MP attributes from the perspective of undergraduate medical education, any nationality, race, gender, and age range, as the central topic of the article. Papers published from January 1st 1986 to 29th February 2020 were included. Results: From 1349 identified articles, finally, 18 were included, authored in 10 countries, collectively contributing to answering the scoping review question. Two themes were identified: (1) Nurturing of MP, 11 (61.11%) out of 18 included articles, highlighted “respect” as the most dominant attribute as it appeared in 6 (54.55%) out of 11 reviews, “communication” 5 (45.45 %) studies and “honesty” and “integrity” 4 (36.36%). (2) Assessment of MP, 7 (38.89%) studies, and majority, 4 (57.14 %) assessed MP using American Board of Internal Medicine’s elements of MP, viz, “altruism, accountability, excellence, duty, honor and integrity, respect for others.” Conclusions: Themes exemplified MP’s most discoursed issues. The attributes are frequently used worldwide. MP deliberates as a commitment toward the individual patient, society, and necessitates transforming from its present generic form to more explicit details. doi: https://doi.org/10.12669/pjms.37.4.4004 How to cite this:Sattar K, Yusoff MSB, Arifin WN, Yasin MAM, Nor MZM. Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context. Pak J Med Sci. 2021;37(4):---------. doi: https://doi.org/10.12669/pjms.37.4.4004 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Managing the learning environment in undergraduate medical education: the Sheffield approach

2003 ◽  
Vol 25 (3) ◽  
pp. 282-286 ◽  
Author(s):  
Chris Roberts ◽  
Mary Lawson ◽  
David Newble ◽  
Ashley Self
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Undergraduate Medical Education

scholarly journals Consensus-based antimicrobial resistance and stewardship competencies for UK undergraduate medical students

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
David McMaster ◽  
Molly Courtenay ◽  
Catherine Santucci ◽  
Angharad P Davies ◽  
Andrew Kirby ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Antimicrobial Resistance ◽  
Undergraduate Medical Education ◽  
Antimicrobial Stewardship ◽  
Online Survey ◽  
Undergraduate Curriculum ◽  
Assessment Tools ◽  
Undergraduate Medical Students ◽  
The Uk

Abstract Background In the UK there is limited coverage of antimicrobial stewardship across postgraduate curricula and evidence that final year medical students have insufficient and inconsistent antimicrobial stewardship teaching. A national undergraduate curriculum for antimicrobial resistance and stewardship is required to standardize an adequate level of understanding for all future doctors. Objectives To provide a UK national consensus on competencies for antimicrobial resistance and stewardship for undergraduate medical education. Methods Using the modified Delphi method over two online survey rounds, an expert panel comprising leads for infection teaching from 25 UK medical schools reviewed competency descriptors for antimicrobial resistance and stewardship education. Results There was a response rate of 100% with all 28 experts who agreed to take part completing both survey rounds. Following the first-round survey, of the initial 55 descriptors, 43 reached consensus (78%). The second-round survey included the 12 descriptors from the first round in which agreement had not been reached, four amended descriptors and 12 new descriptors following qualitative feedback from the panel members. Following the second-round survey, a total of 58 consensus-based competency descriptors within six overarching domains were identified. Conclusions The consensus-based competency descriptors defined here can be used to inform standards, design curricula, develop assessment tools and direct UK undergraduate medical education.

To the point: undergraduate medical education learner mistreatment issues on the learning environment in the United States

2019 ◽  
Vol 221 (5) ◽  
pp. 377-382
Author(s):  
Archana Pradhan ◽  
Samantha D. Buery-Joyner ◽  
Sarah Page-Ramsey ◽  
Susan Bliss ◽  
LaTasha B. Craig ◽  
...  
Keyword(s):  
United States ◽  
Medical Education ◽  
Learning Environment ◽  
Undergraduate Medical Education ◽  
The United States

scholarly journals What problems make students struggle during their undergraduate medical education? A qualitative exploratory study

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Anbreen Aziz ◽  
Usman Mahboob ◽  
Ahsan Sethi
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Time Management ◽  
Exploratory Study ◽  
Struggling Students ◽  
Structured Interviews ◽  
Undergraduate Medical Students ◽  
Data Set ◽  
Creative Commons ◽  
Stress Relieving

Objective: To explore problems faced by struggling undergraduate medical students and their impact on student’s academics. Methods: A qualitative case study was carried out from March to August 2019. Semi-structured interviews were conducted with a purposive sample of sixteen struggling students. The interview questions were validated and then piloted to ensure clarity. All interviews were audio recorded and transcribed verbatim. Due to sensitive nature of the data, confidentiality and anonymity was ensured. Thematic analysis was employed to get meaning with in the data set. All authors ensured analytical triangulation by independently analyzing the data before developing consensus on the codes and themes. Results: Eleven sub-themes under four major themes emerged from the transcripts. Participants were found to be struggling with emotional, academics and family related problems. Psychological distress was caused by factors such as fight with friends, one-sided love, and hard financial times. Time management, lack of attention and commitments at home were few of the other problems. Problems had an impact on students as they were demotivated, lost focus in their studies, could not perform good and few participants even failed in examinations. Conclusions: Students were struggling more with emotional and family related problems and less with academics related problems. They were impacting student’s academics. The study site had a robust mentoring program however, struggling students need timely identification and more dedicated time to help them manage their problems. Stress relieving activities and counselling sessions may frequently be added, and academically underachieved students should also be given extra care, support, and guidance. doi: https://doi.org/10.12669/pjms.36.5.2267 How to cite this:Aziz A, Mahboob U, Sethi A. What problems make students struggle during their undergraduate medical education? A qualitative exploratory study. Pak J Med Sci. 2020;36(5):---------. doi: https://doi.org/10.12669/pjms.36.5.2267 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Online assessment in undergraduate medical education: Challenges and solutions from a LMIC university

2021 ◽  
Vol 37 (4) ◽  
Author(s):  
Syeda Sadia Fatima ◽  
Romana Idress ◽  
Kausar Jabeed ◽  
Saniya Sabzwari ◽  
Sadaf Khan
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Large Scale ◽  
Cross Sectional Study ◽  
Online Assessment ◽  
High Stakes ◽  
Cross Sectional ◽  
Creative Commons ◽  
Online Assessments ◽  
Online Format

Background and Objectives: The Covid-19 pandemic has caused large-scale disruption in almost all educational programs across the world. Planning and rapid implementation of assessment through an online format presents the next set of novel challenges that must be addressed by academic administrations across the globe. Methods: This cross-sectional study was conducted between March to August 2020 at the Aga Khan University Medical College. Two hundred medical students of year 1 and 2 participated in the study. We describe the planning, processes, and outcomes of online assessments using video communication platforms conducted at a private university in Pakistan. Standardized protocols were written and piloted, extensive training of student, proctors and staff for preparation and conduct of online assessments were developed. Feedback was recorded after each session and suggestions were incorporated in subsequent high-stakes assessments. Results: A total of three pilot assessments were conducted to identify issues and process refinement. Commercially available lockdown browser and ZOOM were used in the first pilot; 80% of the class was unable to launch lockdown browser and laptops required repeated reload/reboot. For the second pilot assessment, University’s VLE page & MS Teams was trailed. Issues with internet connectivity, VLE page slowdown, and suboptimal recording feature in MS Teams were identified. For the final pilot assessment, phased launching of VLE page with single test item per page was implemented with success. The students reported that attempting the online exam on VLE with ZOOM support was user friendly. Ninety percent of the class was supportive of the continuing with the online assessments. Conclusion: In order to device an effective protocol for e-assessments conducting multiple trial runs, and incorporating feedback from all stakeholders is a necessity. doi: https://doi.org/10.12669/pjms.37.4.3948 How to cite this:Fatima SS, Idrees R, Jabeen K, Sabzwari S, Khan S. Online assessment in undergraduate medical education: Challenges and solutions from a LMIC university. Pak J Med Sci. 2021;37(4):---------. doi: https://doi.org/10.12669/pjms.37.4.3948 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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