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https://www.readbyqxmd.com/read/28521573/students-motivation-toward-feedback-seeking-in-the-clinical-workplace
#1
Lubberta H de Jong, Robert P Favier, Cees P M van der Vleuten, Harold G J Bok
In medical education, students are increasingly regarded as active seekers of feedback rather than passive recipients. Previous research showed that in the intentions of students to seek feedback, a learning and performance goal can be distinguished. In this study, we investigated the intentions (defined as level and orientation of motivation) of different performing students (low, average, and high performing students) to seek feedback in the clinical workplace using Self-Determination Theory. We conducted a quantitative study with students in their clinical clerkships and grouped them based on their performance...
May 19, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28513075/using-interpretation-services-during-clerkships
#2
Laura Lijbers, Debby Gerritsen, Jeanine Suurmond
BACKGROUND: Although using professional interpreters is known to improve health outcomes for patients when language barriers are present, care providers often hesitate to use them. Training in how to use interpreters has been effective in increasing students' knowledge and self-efficacy, but little is known about how students apply the competencies gained. We explored students' perspectives on how they dealt with language barriers during their clerkships. METHOD: Students in the Netherlands who received training (n = 8) and who did not receive training (n = 8) were interviewed about their experiences during their clerkships with regards to language barriers and the use of professional interpreters...
May 17, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28502462/radiology-exposure-in-the-undergraduate-curriculum-a-medical-student-perspective-on-quality-and-opportunities-for-positive-change
#3
Kari L Visscher, Lisa Faden, Georges Nassrallah, Stacey Speer, Daniele Wiseman
PURPOSE: This article is a continuation of a qualitative study designed to explore how radiology exposures can impact medical student opinions and perceptions of radiology and radiologists. We focused on: 1) conducting a radiology exposure inventory from the perspective of the medical student; 2) student evaluation of the quality of the radiology exposures and suggestions for positive change; and 3) development of a framework to address the needs of medical students as it relates to radiology education in the undergraduate medical curriculum...
May 11, 2017: Canadian Association of Radiologists Journal, Journal L'Association Canadienne des Radiologistes
https://www.readbyqxmd.com/read/28501114/evaluation-of-palliative-care-training-and-skills-retention-by-medical-students
#4
Priti P Parikh, Mary T White, Lynne Buckingham, Kathryn M Tchorz
BACKGROUND: Training in palliative and end-of-life care has been introduced in medical education; however, the impact of such training and the retention of skills and knowledge have not been studied in detail. This survey study examines long-term follow-up on end-of-life communication skills training, evaluation, and skills retention in medical students. MATERIALS AND METHODS: During the surgical clerkship, all third-year medical students received communication skills training in palliative care using simulated patients...
May 1, 2017: Journal of Surgical Research
https://www.readbyqxmd.com/read/28490362/different-perceptions-of-narrative-medicine-between-western-and-chinese-medicine-students
#5
Chien-Da Huang, Kuo-Chen Liao, Fu-Tsai Chung, Hsu-Min Tseng, Ji-Tseng Fang, Shu-Chung Lii, Han-Pin Kuo, San-Jou Yeh, Shih-Tseng Lee
BACKGROUND: Western medicine is an evidence-based science, whereas Chinese medicine is more of a healing art. To date, there has been no research that has examined whether students of Western and Chinese medicine differentially engage in, or benefit from, educational activities for narrative medicine. This study fills a gap in current literature with the aim of evaluating and comparing Western and Chinese Medicine students' perceptions of narrative medicine as an approach to learning empathy and professionalism...
May 10, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28487117/teaching-medical-students-to-express-empathy-by-exploring-patient-emotions-and-experiences-in-standardized-medical-encounters
#6
Roger Ruiz-Moral, Luis Pérula de Torres, Diana Monge, Cristina García Leonardo, Fernando Caballero
OBJECTIVES: To increase medical students' ability to detect contextual and emotional cues and to respond empathetically to patients. METHODS: a training course in communication skills and patient-centered care with different teaching activities (didactic, reflective and interactive: workshops and encounters with simulated patients) was delivered to third-year medical students just before their clerkships. The program was evaluated by an external observer (OE) and simulated patients (SP) in 2 or 3 videotaped encounters...
April 29, 2017: Patient Education and Counseling
https://www.readbyqxmd.com/read/28485102/a-web-based-peer-feedback-tool-for-physical-examination
#7
Ryan Luther, Lisa Richardson
BACKGROUND: Medical students do not have many formal opportunities to practise physical examinations during their pre-clerkship years. Consequently, they often practise their examination skills with peers outside of formal teaching sessions. There are also few opportunities for observation and feedback on their skills in this area. CONTEXT: The undergraduate medical programme at the University of Toronto is a 4-year programme where students learn clinical skills in the first 2 years prior to beginning clinical rotations...
May 9, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28479071/effectiveness-of-a-1-hour-extended-focused-assessment-with-sonography-in-trauma-session-in-the-medical-student-surgery-clerkship
#8
Cassandra Krause, Reed Krause, Raymond Krause, Nephtali Gomez, Zan Jafry, Vi Am Dinh
OBJECTIVE: To demonstrate the effectiveness of incorporating 1 hour of ultrasound training on the extended focused assessment with sonography in trauma (eFAST) into the year-3 medical student surgical clerkship. DESIGN: A prospective cohort study where participants served as self-controls. One hour of instruction in the eFAST examination, along with 3 required observed examinations, was incorporated into the year-3 surgery clerkship. Effectiveness of the training was evaluated by a preliminary and posttraining assessment...
May 4, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28468745/erosion-of-digital-professionalism-during-medical-students-core-clinical-clerkships
#9
Arash Mostaghimi, Aleksandra E Olszewski, Sigall K Bell, David H Roberts, Bradley H Crotty
BACKGROUND: The increased use of social media, cloud computing, and mobile devices has led to the emergence of guidelines and novel teaching efforts to guide students toward the appropriate use of technology. Despite this, violations of professional conduct are common. OBJECTIVE: We sought to explore professional behaviors specific to appropriate use of technology by looking at changes in third-year medical students' attitudes and behaviors at the beginning and conclusion of their clinical clerkships...
May 3, 2017: JMIR Medical Education
https://www.readbyqxmd.com/read/28464267/rural-medicine-realities-the-impact-of-immersion-on-urban-based-medical-students
#10
Allison M Crump, Karie Jeter, Samantha Mullins, Amber Shadoan, Craig Ziegler, William J Crump
PURPOSE: The purpose of our study was to determine what effect a rural-based 8-week surgical clerkship during the third year of medical school in a rural setting has on students' opinions about rural living and practice. METHODS: Thirty-three third-year medical students completed a rural health opinion survey at the beginning and end of their 8-week rural rotation and a survey measuring their interest in rural practice after the rotation. The setting was a rural hospital with an average acute care census of 100 that is a regional referral center for 5 rural counties...
May 2, 2017: Journal of Rural Health
https://www.readbyqxmd.com/read/28436156/faculty-development-effects-on-clerkship-grades
#11
Benjamin Griffeth, Michael Wiederman
BACKGROUND: Faculty member assessment of clerkship students' clinical performance has been noted as a consistently problematic issue within most medical student clerkships, and thus a worthy target of faculty development. One of the primary challenges in such faculty development is creating a change that improves the clinical assessment of students in a meaningful way. METHOD: In the current study we evaluated the effects of a pair of brief interventions designed to facilitate greater use of the 'Not observed' option in faculty member assessments of clerkship students (as opposed to use of 'Meets expectations' for skills actually not observed by the rater) within a psychiatry rotation for third-year medical students in the USA...
April 24, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28422816/why-not-wait-eight-institutions-share-their-experiences-moving-united-states-medical-licensing-examination-step-1-after-core-clinical-clerkships
#12
Michelle Daniel, Amy Fleming, Colleen O'Conner Grochowski, Vicky Harnik, Sibel Klimstra, Gail Morrison, Arnyce Pock, Michael L Schwartz, Sally Santen
The majority of medical students complete the United States Medical Licensing Examination Step 1 after their foundational sciences; however, there are compelling reasons to examine this practice. This article provides the perspectives of eight MD-granting medical schools that have moved Step 1 after the core clerkships, describing their rationale, logistics of the change, outcomes, and lessons learned. The primary reasons these institutions cite for moving Step 1 after clerkships are to foster more enduring and integrated basic science learning connected to clinical care and to better prepare students for the increasingly clinical focus of Step 1...
April 18, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28421478/facilitating-the-feedback-process-on-a-clinical-clerkship-using-a-smartphone-application
#13
Aditya Joshi, Jenilee Generalla, Britta Thompson, Paul Haidet
OBJECTIVES: This pilot study evaluated the effects of a smartphone-triggered method of feedback delivery on students' perceptions of the feedback process. METHODS: An interactive electronic feedback form was made available to students through a smartphone app. Students were asked to evaluate various aspects of the feedback process. Responses from a previous year served as control. RESULTS: In the first three quarters of academic year 2014-2015 (pre-implementation), only 65% of responders reported receiving oral feedback and 40% reported receiving written feedback...
April 18, 2017: Academic Psychiatry
https://www.readbyqxmd.com/read/28414407/medical-student-teaching-and-recruiting-50-years-of-balancing-two-educational-aims
#14
Benjamin N Schneider, Alexander Chessman, William Toffler, Lara Handler, Beat Steiner, Frances Emily Biagioli
Family medicine (FM) undergraduate medical educators have had two distinct missions, to increase the knowledge, skills, and attitudes of all students while also striving to attract students to the field of family medicine. A five decade literature search was conducted gathering FM curricular innovations and the parallel trends in FM medical student interest. Student interest in FM had a rapid first-decade rise to 14%, a second 1990's surge, followed by a drop to the current plateau of 8-9%. This falls far short of the 30-50% generalist benchmark needed to fill the country's health care needs...
April 2017: Family Medicine
https://www.readbyqxmd.com/read/28408309/evaluation-of-feedback-systems-for-the-third-year-surgical-clerkship
#15
E G Carey, C Wu, E S Hur, S J Hasday, N P Rosculet, M T Kemp, S Weir, S Ryszawa, G Sandhu, D T Hughes, Rishindra M Reddy
OBJECTIVE: To compare faculty-to-student feedback rates from 2 different data sets: direct observation cards (direct evidence) and end-of-clerkship questionnaires (ECQs, secondary student reporting). We as authors hypothesized that direct evidence from observation cards would yield higher rates of feedback, compared with student-reported ECQs. DESIGN: Data were gathered from 2 consecutive medical classes of the third-year surgical clerkship. Data were analyzed retrospectively...
April 10, 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28404722/evaluation-of-perceived-and-actual-competency-in-a-family-medicine-objective-structured-clinical-examination
#16
Lisa Graves, Leonora Lalla, Meredith Young
OBJECTIVE: To examine the relationship between objective assessment of performance and self-rated competence immediately before and after participation in a required summative family medicine clerkship objective structured clinical examination (OSCE). DESIGN: Learners rated their competence (on a 7-point Likert scale) before and after an OSCE along 3 dimensions: general, specific, and professional competencies relevant to family medicine. SETTING: McGill University in Montreal, Que...
April 2017: Canadian Family Physician Médecin de Famille Canadien
https://www.readbyqxmd.com/read/28404720/shared-canadian-curriculum-in-family-medicine-sharc-fm-creating-a-national-consensus-on-relevant-and-practical-training-for-medical-students
#17
David A Keegan, Ian Scott, Michael Sylvester, Amy Tan, Kathleen Horrey, W Wayne Weston
PROBLEM ADDRESSED: In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. OBJECTIVE OF PROGRAM: The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship...
April 2017: Canadian Family Physician Médecin de Famille Canadien
https://www.readbyqxmd.com/read/28401571/tying-knots-an-activity-theory-analysis-of-student-learning-goals-in-clinical-education
#18
Douglas P Larsen, Austin Wesevich, Jana Lichtenfeld, Antony R Artino, Ryan Brydges, Lara Varpio
CONTEXT: Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. OBJECTIVES: We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning...
April 12, 2017: Medical Education
https://www.readbyqxmd.com/read/28395598/improving-clerkship-preparedness-a-hospital-medicine-elective-for-pre-clerkship-students
#19
Denise M Connor, Paul J Conlon, Bridget C O'Brien, Calvin L Chou
BACKGROUND: Medical students often struggle to apply their nascent clinical skills in clerkships. While transitional clerkships can orient students to new roles and logistics, students may benefit from developing clinical skills in inpatient environments earlier in their curriculum to improve readiness for clerkships. INTERVENTION: Our four- to six-session elective provides pre-clerkship students with individualized learning in the inpatient setting with the aim of improving clerkship preparedness...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28390032/a%C3%A2-qualitative-study-of-undergraduate-clerkships-in-the-intensive-care-unit-it-s-a%C3%A2-brand-new-world
#20
Enda O'Connor, Michael Moore, Walter Cullen, Peter Cantillon
INTRODUCTION: While ICU clerkships are commonplace in undergraduate medical education, little is known about how students learn there. This study aimed to explore students' perceptions of the ICU as a learning environment, the factors influencing their learning and any perceived differences between learning in the ICU and non-ICU settings. METHODS: We used interpretivist methodology, a social cognitive theoretical framework and a qualitative descriptive strategy...
April 7, 2017: Perspectives on Medical Education
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