Analysis on Humanistic Education of Medical Students

Medical students are the major force of future medical scientific research and clinical work, and itis of great necessity for medical students to have humanistic education, which is also an inevitable way of improving medical students＇ clinical practice quality. Social progress demands that medical students should not only have excellent professional skills, but also be able to think about problems from medical,social, moral and ethics perspectives, establishing the people-oriented patient-centered noble medical ethics, having a good ability to communicate with people.

Frequency of Musculoskeletal Pain and Associated Factors among Undergraduate Students

Objective: To study and compare the prevalence of musculoskeletal pain in Medical and non-medical students and find out the specific factors associated with the occurrence of this pain. Methodology: This is a cross-sectional study from March-May 2017 where a total of 400 medical and 350 non-medical students were registered using a structured questionnaire made by modification of Nordic questionnaire. Characteristics of musculoskeletal pain were determined Pain was also graded by using a grading scale. Results: Mean age for medical and non-medical students was 21.36 and 20.97 respectively. The prevalence of musculoskeletal pain was higher among females. More data were collected from 2nd and 5th year of medical and 1st and 2nd year of non-medical students. High incidence was found in medical students with occurrence mostly in Neck. This frequency of musculoskeletal pain was quiet high during the last 7 days. The long study hours and use of computer/laptop were found to be greater among medical undergraduates but no significant association was found in medical unlike non-medical students. Majority of undergraduate students reported a normal BMI. Our study has found no co-relation of BMI with prevalence of pain. It was also observed that medical students with musculoskeletal pain spent more time on travelling when compared to non-medical. Association was found with the use of back packs. The study observed the level of many daily activities like exercise and outdoor sports etc. but no significant relation was found. Conclusion: Prevalence of musculoskeletal pain among undergraduate students is truly high, more so in medical students. Medical students have shown no association of studying for long hours and use of computer/laptop with musculoskeletal pain when compared to non-medical students. More studies should be done to know contributing factors of musculoskeletal pain among undergraduate students.

Influencing program satisfaction for undergraduate students in STEM areas: The impact of interdisciplinary features, disciplinary connectedness, faculty support, and examination difficulty

Ensuring program satisfaction for undergraduate students in the areas of science,technology,engineering and mathematics(STEM)matters in student retention and education quality improvement.This study explores how four rarely examined variables support from faculty members,interdisciplinary features of STEM program courses,disciplinary connectedness of STEM program core courses,and examination difficulty impact Chinese STEM undergraduates’program satisfaction.With data from 619 Chinese STEM undergraduates,structural equation modeling shows that course satisfaction partially mediates the impact of support from faculty members on program satisfaction,while fully mediating that of interdisciplinary features of STEM program courses and disciplinary connectedness of STEM program core courses on program satisfaction.Examination difficulty exerts no significant impact on program satisfaction neither directly nor indirectly.Support from faculty members impact course satisfaction significantly stronger for junior and senior students than for freshmen and sophomores,while interdisciplinary features of STEM program courses impact course satisfaction stronger for freshmen and sophomores than for juniors and seniors.The study ends with practical implications for the higher education reform in relevant areas.

Analysis of the Necessity and Modalities of Imparting Death Education to Medical Students Undergoing Training in Oncology Departments

Patients with advanced-stage tumors may experience various psychological problems that can have a significant impact on the effectiveness of cancer treatment and the quality of their survival.Therefore,it is crucial for oncologists to prioritize addressing the psychological issues that patients encounter throughout the diagnosis and treatment process.As future frontline healthcare professionals,oncology medical students should receive education on end-of-life care early on in their training.This will enable them to develop a profound appreciation for the value of life,deliver improved medical services,and contribute to the humanization of medicine.Furthermore,they will be able to provide terminal patients and their families with effective professional guidance,assisting patients in finding peaceful endings with minimal pain and helping families come to terms with the inevitable realities they face.Moreover,this education can effectively enhance their sense of responsibility toward life and cultivate a positive and optimistic attitude toward their own lives.

The Impact of Simulation Education on Self-Efficacy in Pre-Registration Nursing Students

This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .

Challenges Experienced by Nurse Educators in Promoting Acquisition of Clinical Reasoning Skills by the Undergraduate Nursing Students: A Qualitative Exploratory Study

Background: Clinical reasoning is an essential skill for nursing students since it is required to solve difficulties that arise in complex clinical settings. However, teaching and learning clinical reasoning skills is difficult because of its complexity. This study, therefore aimed at exploring the challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills by undergraduate nursing students. Methods: A qualitative exploratory research design was used in this study. The participants were purposively sampled and recruited into the study. Data were collected using semi-structured interview guides. Thematic analysis method was used to analyze the collected data The principles of beneficence, respect of human dignity and justice were observed. Results: The findings have shown that clinical learning environment, lacked material and human resources. The students had no interest to learn the skill. There was also knowledge gap between nurse educators and clinical nurses. Lack of role model was also an issue and limited time exposure. Conclusion: The study revealed that nurse educators encounter various challenges in promoting the acquisition of clinical reasoning skills among undergraduate nursing students. Training institutions and hospitals should periodically revise the curriculum and provide sufficient resources to facilitate effective teaching and learning of clinical reasoning. Nurse educators must also update their knowledge and skills through continuous professional development if they are to transfer the skill effectively.

Current Status of Key Competencies among Medical Students: A Latent Profile Analysis

The purpose of this study was to understand the overall level of key competencies of medical students and explore the potential profile of key competencies, promoting quality education, and improving the quality talent cultivation in medical colleges. A stratified random sampling method selected 734 medical students from four medical colleges in Chongqing Province of China. A general information questionnaire and a key competencies survey questionnaire were used to conduct the survey. The overall score and scores of each dimension of key competencies were analyzed. Latent profile analysis was conducted to classify the key competencies of medical students and compare the distribution differences of demographic variables among different categories. The results showed that 26% of medical students have never heard of the concept of key competencies, and 59% of them are not familiar with the content related to key competencies. The score of key competencies is 3.66 ± 0.60, with the highest score in the dimension of responsibility and the lowest score in the dimension of humanistic accomplishment. The latent profile analysis classified them into three categories: “low key competencies group (14.71%)”, “medium key competencies group (36.79%)”, and “high key competencies group (48.50%)”. The R3STEP regression analysis results showed statistically significant differences in educational level and whether they served as student cadres among different key competencies categories of medical students. This paper discusses three different potential key competencies categories among medical students, and the overall level of key competencies is relatively good. However, medical students lack a comprehensive and systematic understanding of key competencies. Humanistic accomplishment, healthy living, and practical innovation are the three dimensions with lower scores and should be given more attention. Medical colleges should integrate the concept of key competencies into teaching and implement it in medical practice to cultivate more high-quality medical talents for society.

Impact of clinical posting in psychiatry on the attitudes towards psychiatry and mental illness in undergraduate medical students

Background A major public health problem around the world today is mental illness. Although there are several studies on the topic, it is rarely conducted in the context like the current study. Aims This study aims to find out the attitudes of medical students towards psychiatry and mental illness as a clinical medicine major and evaluate the effects of clinical posting on their attitudes towards psychiatry and mental illness. Methods This is a longitudinal study of 6 months* duration conducted with students in their fifth semester of medical college in Western India during the academic year of 2016-2017. The participants were assessed by pro forma containing demographic details, and the questionnaires—Attitude Towards Psychiatry-30 items (ATP-30) scale and Mental Illness Clinician's Attitude (MICA) scale, which were presented to the students at the beginning and at the end of their psychiatry clinical posting. The statistical analysis was done with GraphPad, InStat V.3.06. A p value <0.05 was considered statistically significant. Results The students' attitudes towards psychiatry were neutral at the beginning of the psychiatry clinical posting, and improved significantly at the end of the posting on both scales: ATP-30 (p=0.002) and MICA (p=0.048). The students became more positive towards the subject and mental illness in general, negative attitudes also reduced but the change was not statistically significant (p=0.058). We found significant improvement in students' thinking towards being a psychiatrist in the future post-term (p=0.0002). The changes in attitude in terms of gender were equivocal, with an increase in positive attitude and reduction in negative attitude post-term in both sexes. Conclusion Psychiatry clinical posting aids in cultivating positive attitude towards psychiatry and mental illness and reduces the stigma associated with the students of this major and psychiatric patients.

A Survey Report about the General Situation of the Students in Adult Higher Medical Education

This survey was implemented, so that the general situation of the students in adult higher medical education is more accurately and comprehensively known, and also adult education and teaching work can be developed in a targeted way. 193 students attending adult education junior college participated in this survey, and the surveyed details included the general situation of student sources, the ideological trends, and the degree of the cognition on the majors, the degree of the recognition on teaching, the employment concept, and the problems in the current jobs. By a statistical analysis, a foundation is further laid for the effective work of adult higher medical education.

A longitudinal surgical systems strengthening research program for medical students:the exploration of a model for global health education

Background:In response to the staggering global burden of conditions requiring emergency and essential surgery,the development of international surgical system strengthening(SSS)is fundamental to achieving universal,timely,quality,and affordable surgical care.Opportunity exists in identifying optimal collaborative processes that both promote global surgery research and SSS,and include medical students.This study explores an education model to engage students in academic global surgery and SSS via institutional support for longitudinal research.Objectives:We set out to design a program to align global health education and longitudinal health systems research by creating an education model to engage medical students in academic global surgery and SSS.Program design and implementation:In 2015,medical schools in the United States and Colombia initiated a collaborative partnership for academic global surgery research and SSS.This included development of two longitudinal academic tracks in global health medical education and academic global surgery,which we differentiated by level of institutional resourcing.Herein is a retrospective evaluation of the first two years of this program by using commonly recognized academic output metrics.Main achievements:In the first two years of the program,there were 76 total applicants to the two longitudinal tracks.Six of the 16(37.5%)accepted students selected global surgery faculty as mentors(Acute Care Surgery faculty participating in SSS with Colombia).These global surgery students subsequently spent 24 total working weeks abroad over the two-year period participating in culminating research experiences in SSS.As a quantitative measure of the program’s success,the students collectively produced a total of twenty scholarly pieces in the form of accepted posters,abstracts,podium presentations,and manuscripts in partnership with Colombian research mentors.Policy implications:The establishment of scholarly global health education and research tracks has afforded our medical students an active role in international SSS through participation in academic global surgery research.We propose that these complementary programs can serve as a model for disseminated education and training of the future global systems-aware surgeon workforce with bidirectional growth in south and north regions with traditionally under-resourced SSS training programs.

Mental Health Education for Students from Junior Colleges Moving into Undergraduate Level in Private Colleges from the Perspective of Three- Dimensional Education

Good psychological quality is the basic requirement for college students in the new era.Students from junior colleges moving into xmdergraduate level in private colleges are a special group as they are already an important part of students in private colleges.Based on the mental health status of these students,private colleges have analyzed the issues of mental health education which include weak teaching staffs,lack attention,and traditional education methods.From the perspective of three-dimensional education,the psychological education work model in private colleges is explored to build an education team to promote the participation of all employees in the work of psychological education,strengthen the attention of college students who are moving into the undergraduate level,and to pay full attention to these students.Private colleges should try to innovate education methods and improve psychological education in all aspects.

Mindfulness training in medical education as a means to improve resilience,empathy,and mental health in the medical profession

The high rates of depression,burnout,and increased risk of suicide among medical students,residents,and physicians in comparison with other careers signal a mental health crisis within our profession.We contend that this crisis coupled with the inadequate acquisition of interpersonal skills during medical education results from the interaction between a challenging environment and the mental capital of individuals.Additionally,we posit that mindfulness-based practices are instrumental for the development of major components of mental capital,such as resilience,flexibility of mind,and learning skills,while also serving as a pathway to enhance empathy,compassion,self-awareness,conflict resolution,and relational abilities.Importantly,the evidence base supporting the effectiveness of mindfulness-based interventions has been increasing over the years,and a growing number of medical schools have already integrated mindfulness into their curricula.While we acknowledge that mindfulness is not a panacea for all educational and mental health problems in this field,we argue that there is currently an unprecedented opportunity to gather momentum,spread and study mindfulness-based programs in medical schools around the world as a way to address some longstanding shortcomings of the medical profession and the health and educational systems upon which it is rooted.

Progress in the Application of Reflective Education on Undergraduate Nursing Interns

Objective:To explore the implementation methods and effects of reflective education,and to provide references for the development of reflective education in Chinese nursing schools.Methods:Relevant literature was searched from China National Knowledge Infrastructure,Wanfang Database,Wipro Chinese Science and Technology Journal Database,and PubMed Database,and the included studies were analyzed descriptively.Results:The implementation of reflective education included work-site education,group discussion,video teaching,self-reflection,and expert lectures;the interventions mainly included study groups,role-playing,individual instruction,peer cooperation,demonstration and observation,field simulation,and video presentations.The implementation of reflective education can improve the sense of professional identity and professional competence of nursing interns,and reduce nursing errors and adverse events.Conclusion:Currently,nurses in China lack self-awareness and critical thinking skills,it is recommended that reflective education be incorporated into the teaching content of undergraduate nursing students during their internship in order to promote the development of professionalism and humanistic caring skills of nursing students.

Impacts and challenges of United States medical students during the COVID-19 pandemic

The delivery of medical student education has changed rapidly during the coronavirus disease 2019(COVID-19)pandemic.Students in their pre-clinical years have transitioned to online courses and examinations.Students in their clinical years are not permitted on clinical rotations,and face uncertainties in career exploration and the residency application process.Medical students in all stages of training are volunteering and helping their communities.The future presence of COVID-19 throughout the United States is unknown,and medical students are eager to return to their training.This paper outlines current challenges in medical student education and the various responses that have been adopted.We also discuss possible future directions for students through involvement in telemedicine,outpatient clinic visits,and non-respiratory inpatient care tasks as adequate personal protective equipment,COVID-19 testing,and resources become more widely available.

Medical students as disaster volunteers:A strategy for improving emergency department surge response in times of crisis

Disasters resulting in mass casualty incidents can rapidly overwhelm the Emergency Department(ED).To address critical manpower needs in the ED’s disaster response,medical student involvement has been advocated.Duke-National University of Singapore Medical School is in proximity to Singapore General Hospital and represents an untapped manpower resource.With appropriate training and integration into ED disaster workflows,medical students can be leveraged upon as qualified manpower.This review provides a snapshot of the conceptualization and setting up of the Disaster Volunteer Corps-a programme where medical students were recruited to receive regular training and assessment from emergency physicians on disaster response principles to fulfil specific roles during a crisis,while working as part of a team under supervision.We discuss overall strategy and benefits to stakeholders,emphasizing the close symbiotic relationship between academia and healthcare services.

Assessment of toxicology knowledge in the fourth-year medical students:Three years of data

BACKGROUND:Pharmacology and toxicology are core content knowledge for physicians.Medical students should demonstrate understanding of general pharmacology and basic treatment of poisoning.The objective of this study was to measure the knowledge of the 4th-year medical students(MS4)on these topics over 3 years.METHODS:A multiple-choice exam(15 questions)was administered to MS4 students in spring of 2010,2011,and 2012.Questions were developed by medical toxicologists to evaluate basic knowledge in three areas:pharmacologic effects(PE),treatment of poisoning(TOP),and pharmacokinetics(PK).The students were grouped by intended specialtiesinto pharmacologic intense(anesthesia,emergency medicine,internal medicine,pediatrics,and psychiatry),less pharmacologic intense specialties(dermatology,OB/GYN,ophthalmology,pathology,physical medicine and rehabilitation,radiology,and surgery)and by completion of a pharmacology or toxicology elective.Mean group scores were compared using ANOVA.RESULTS:Totally 332 of 401(83%)students completed the survey.Mean scores were stable over the three years,higher for students completing a toxicology rotation and for students entering a pharmacologically intense specialty.CONCLUSION:The external validity is limited to a single medical school with incomplete participation and content was limited by the survey length.Consistent results over the three-year period and correlation of performance with completing a toxicology rotation and intent to enter a pharmacology intensive specialty suggest this survey may correlate with toxicology knowledge.Implementation of required core courses focused on toxicology may improve core content knowledge in fourth year medical students.

Teaching reproductive endocrinology in Iran: Pilot assessment of hospital-based clinical modules for medical students at Tehran University of Medical Sciences

This pilot study evaluated effectiveness and acceptance of a new hospital-based reproductive endocrinology curriculum among Iranian medical students. A voluntary, anonymous questionnaire was used to compare two teaching methods as applied to junior medical students at Tehran University of Medical Sciences. Students were randomly assigned to one of two clinical teaching settings;no student experienced both modules. Coursework for the pilot (experimental) group (n = 19) utilized a teaching approach comprising lectures, genetics laboratory, pelvic ultrasound, small group sessions, and opportunities to observe advanced reproductive technologies such as in vitro fertilization, ICSI, and embryo transfer. A control group (n = 34) received reproductive endocrinology instruction by the ‘traditional curriculum’, consisting mainly of lectures. Students were sampled at baseline and again atthe conclusion of their reproductive endocrinology session. Pre- and post-test data were analyzed for both groups;post-test differences between groups were also compared. No significant differences in mean age or gender mix were identified between the two study groups. Overall, the ques- tionnaire did not identify any significant intergroup differences for any parameter investigated. Although student acceptance rate appeared similar for both educational modules, the ratio of students having a “favorable regard” for reproductive medicine declined only among students randomized to the control group (41.2% vs. 32.3%). This report offers the first data on teaching reproductive endocrinology to medical students in Iran. Both traditional and innovative approaches to teaching reproductive endocrinology were well-accepted by students, although negative post-test responses were more common among students in the control group. While periodic quality assessments for existing clinical teaching methods are necessary, introduction of alternative teaching approaches is also important. Additional studies are planned to evaluate the impact this initiative may have on results on standardized tests measuring reproductive endocrinology knowledge, as well as election of further specialization in training.

Decision-Making Process of International Undergraduate Students: An Exploratory Narrative Inquiry into Reflections of Chinese Students in Canada

Purpose:This research is an exploratory narrative inquiry into reflections of three Chinese international undergraduate students in a Canadian university,University S,which reveals participants’entire decision-making processes as potential international undergraduate students.Design/Approach/Methods:A two-dimensional analytical framework has been constructed.One dimension is based on three phases of the entire decision-making process:the phases of deciding whether or not to study abroad,selecting destination countries,and choosing target institutions.The second dimension is based on three kinds of hypothetically proposed environmental factors within each phase:policy factors,(family and regional)socioeconomic factors,and information factors.First-hand data were collected through semi-structured interviews conducted based on the analytical framework.Findings:This article suggests that both policymakers in the source country(i.e.,China)and university administrators in the destination country(i.e.,Canada)should further support potential international undergraduate students during each phase of their decision-making processes,particularly through optimizing information supply channels.Originality/Value:This article has the potential to construct a new theoretical framework as a supplement for analyzing the entire decision-making process of potential international students.As a pilot study,it provides a template for further investigations.

Stress Sensitivity and Signs of Anxiety or Depression among First Year Clinical Dental and Medical Students

Background: Negative stress symptoms are reported in the literature among clinical dental and medical students and can include signs of anxiety or depression. However, very little has been researched about existing psychological preconditions of these students that could make them more vulnerable to negative stress symptoms. Objective: The aims were to explore first year clinical dental and medical students’ experiences of stress intensity, stress sensitivity and signs of anxiety or depression. Gender was also explored as a possible predictor of these psychosocial phenomena. Methods: First year clinical students at Aarhus University dental (n = 49) and medical schools (n = 59) were recruited to fill out a 45-item questionnaire that comprised demographics and three scales: Cohens Perceived Personal Stress (PPS-10), Stress Sensitivity Inventory (SSI) and Depression Anxiety & Stress Scale (DASS-21). Groups and genders were compared by frequency and using association statistics, bivariate odds ratios, nominal logistic regression and ANOVA. Results: Stress intensity perceptions were moderate to high for many. Dental students scored higher than medical students on all mean test scores. In general, women showed higher levels of stress than men. Dental students scored significantly higher than medical students on Depression, Anxiety and Chronic Stress with ANOVA tests. However, when gender, age and medical or dental student status were added into a logistic regression analysis in which high stress sensitivity was the main dependent variable, only high scores in perceived stress intensity and signs of depression and anxiety showed significant main effects. Conclusion: Present study confirmed the literature that reports high degrees of stress among dental and medical students. But more importantly, Stress Sensitivity Inventory appeared to be a reliable and excellent predictor of high perceived stress and signs of depression and anxiety. It can be useful to detect and prevent student psychosocial dysfunction in clinical learning environments. An important challenge for medical and dental educational institutions is to provide specific student emotional support as early as needed as well as to consider appropriate stress prevention curriculum reforms.

The Influence of Gender on Saudi Students Performance in the Undergraduate Surgical Examination

The relationship between student gender and examination of medical knowledge and clinical competence has been assessed by a number of studies from western countries with controversial results. The aim of this study was to investigate if gender would make a difference on the performance of Arab medical students in the final certifying examination in surgery. Methods: This a cross-sectional study which was carried out at Department of Surgery, University of Dammam, Saudi Arabia over 3 years. The scores in each section and the total score of the final certifying examination of surgery were recorded for all sixth year students between 2008 and 2011. Differences between the scores of the female and male students in the written test and subjective examinations were assessed. Results: Six hundred and twenty students were involved in this study. Three hundred and fifty were male and 270 were female. Overall scores revealed that female medical students scored significantly better with lower failure rate compared to their male colleagues. Female students received significantly better scores than male in subjective tests. However, there was no significant difference between groups in written examination. Conclusion: There was no significant difference between male and female students in the written examination scores. However, female students performed better in subjective evaluations. Further studies are warranted to reveal the reasons behind this difference.