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Li L, Zhu M, Yao A, Yang J, Yang L. Daily stress, and mental health of professional degree graduate students in Chinese traditional medicine universities: the mediating role of learning career adaptation. BMC MEDICAL EDUCATION 2023; 23:627. [PMID: 37661266 PMCID: PMC10476438 DOI: 10.1186/s12909-023-04614-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Accepted: 08/25/2023] [Indexed: 09/05/2023]
Abstract
BACKGROUND With the expansion of professional degree graduate students' enrollment in China education, the mental health of these professional degree graduate students in medical-related majors who are under pressure of study, scientific research, clinical practice, and employment should not be ignored. What is the mental health level of these graduate students under the effect of learning career adaptation (internal resources) in the face of daily stress (external factors)? The purpose of this study is to discuss the relationship between these variables, and the mediating role of learning career adaptation of professional degree graduate students in traditional Chinese medicine colleges, and universities, to provide a theoretical basis for improving the learning career adaptation of students, and improving the level of mental health. METHODS A cross-sectional survey was conducted among 1593 professional degree graduate students majoring in clinical medicine, traditional Chinese medicine, and nursing in five traditional Chinese medicine universities. Finally, 660 questionnaires were returned, with a recovery rate of 41.43%. The scores of daily stress, learning career adaptation, and mental health were measured by Daily Stressors Scale for graduate students, graduate-students learning career adaptation scale, and General Mental Health Questionnaire (GHQ-20). Descriptive statistics were used to analyze the status quo of daily stress, learning career adaptation, and mental health. Pearson correlation analysis were used to analyze the relationship between them. we undertake analyses using structural equation modeling to construct the latent variable path model of daily stress, learning career adaptation on mental health. The significance level of the mediating effect was tested by the non-parametric percentile bootstrap method. RESULTS The scores of mental health, daily stress, and learning career adaptation were 50.56 ± 10.80, 35.12 ± 19.55, and 67.13 ± 7.48 respectively. Daily stress was negatively correlated with the three dimensions of learning career adaptation: career confidence, focus on his career, and career control (P < 0.01). Daily stress was positively correlated with depression and anxiety (P < 0.01). Self-affirmation, depression, and anxiety were negatively correlated with career confidence, focus on his career, and career control (P < 0.05). Learning career adaptation plays a partial mediating role between daily stress, and mental health (p < 0.001), with an intermediate effect value of 0.127, representing 28.54% of the total effect. CONCLUSIONS Mental health, learning career adaption of medical-related professional degree graduate students in traditional Chinese medical universities were at a moderate degree, and an upper-middle level respectively, while daily stress is to a lesser extent. Learning career adaptation mediates the relationship between daily stress, and mental health partially. To some extent, it can buffer the impact of daily stress on mental health, especially anxiety. The educational administrator could take various measures to improve the mental health of professional degree graduate students. It can also enhance their learning career adaptation from the perspective of individuals, and organizations to improve their mental health.
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Affiliation(s)
- Ling Li
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, Zhejiang Province, 310053, China
| | - Mingling Zhu
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-wen Road, Hangzhou, Zhejiang Province, 310053, China
| | - Anling Yao
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-wen Road, Hangzhou, Zhejiang Province, 310053, China
| | - Jialu Yang
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, Zhejiang Province, 310053, China
| | - Lili Yang
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-wen Road, Hangzhou, Zhejiang Province, 310053, China.
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Ikram N, Mousa AH, Alshanberi AM, Mohammad SA, Radwan H, Awais M, Majeed M. Choice of medicine program: A single-institution study. Ann Med Surg (Lond) 2022; 81:104410. [PMID: 36147114 PMCID: PMC9486612 DOI: 10.1016/j.amsu.2022.104410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 08/09/2022] [Accepted: 08/12/2022] [Indexed: 11/17/2022] Open
Abstract
Introduction The decision to apply for medical school is the first and one of the most important career choices that a physician will ever make and the motives for choosing a career in medicine seem to remain relatively stable during medical school. Our study aimed to investigate what motivated the students, their satisfaction with the PBL curriculum and their plans following graduation. Methods A cross-sectional descriptive study was carried out from Jan to March 2021 at Batterjee medical college, Jeddah. The data was collected on a questionnaire from undergraduate students of first year till the internship year. Results Among the 112 students who completed the questionnaire, 85 (75.9%) chose studying medicine to be their own choice, with service to humanity 56 (50%) being the main reason, followed by monetary 20 (18.8%) reasons. Generally 78 (69.6%) of the responders preferred the PBL curriculum over the traditional one. Most of the students 42 (37.5%) planned to undergo the residency program in Saudi Arabia, with general surgery being the specialty preferred by 33 (29.5%) students. Conclusion The findings in our study suggest that altruism is the most common influencing factor that led students joining a medical college The decision to apply for medical school is the first and one of the most important career choices that a physician will ever make and the motives for choosing a career in medicine seem to remain relatively stable during medical school. This study outlines the factors underlying a student's decision to join a medical school. The participants' choice of specialty in case of residency shows significant contrast between the preclinical and clinical years, with surgery and internal medicine being favored by the preclinical students (36.3% and 20.0%, respectively) in contrast to the clinical students (12.5% and 12.5%) respectively. The findings in our study suggest that altruism is the most common influencing factor that led students to join a medical college.
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Affiliation(s)
- Nadeem Ikram
- Department of Microbiology, Medicine Program, Batterjee Medical College, Jeddah, 21442, Saudi Arabia
| | - Ahmed Hafez Mousa
- Medicine Program, Batterjee Medical College, Jeddah, 21442, Saudi Arabia
- Corresponding author.
| | - Asim Muhammad Alshanberi
- Medicine Program, Batterjee Medical College, Jeddah, 21442, Saudi Arabia
- Department of Community Medicine and Pilgrims Health Care, Umm Alqura University, Makkah, Saudi Arabia
| | | | - Hanin Radwan
- Medicine Program, Batterjee Medical College, Jeddah, 21442, Saudi Arabia
| | - Muhammad Awais
- Department of Microbiology, Medicine Program, Batterjee Medical College, Jeddah, 21442, Saudi Arabia
| | - Mudassar Majeed
- Department of Pathology, Shahida Islam Medical and Dental College, Lodhran, Pakistan
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Puddey IB, Mercer A, Carr SE. Relative progress and academic performance of graduate vs undergraduate entrants to an Australian medical school. BMC MEDICAL EDUCATION 2019; 19:159. [PMID: 31113431 PMCID: PMC6530006 DOI: 10.1186/s12909-019-1584-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Accepted: 04/30/2019] [Indexed: 05/09/2023]
Abstract
BACKGROUND Whether graduate entrants to medical school perform better academically than undergraduate entrants remains controversial. Differences in the discipline backgrounds of graduates may, at least in part, have accounted for differences in the results of comparative studies reported to date. This study aimed to address the dual issues of whether academic performance and progression rates were different between GE and UG students and the extent to which the discipline background of GE students may underpin any differences observed. METHODS Relative academic performance as well as indicators of student progression (supplementary examinations, repeat years, leave of absence, withdrawal from the programme) were compared between graduate entrants (GE) (N = 410) and both school leaver entrants (SLE) (N = 865) and non-standard entrants (some prior tertiary education) (NSE) (N = 148) who combined for the final 4 yr. of a 6 yr. MBBS undergraduate programme in 8 consecutive cohorts from 2006 to 2013 in Western Australia. RESULTS Examination scores were generally at or very close to a distinction grade or higher across all groups. Higher mean examination scores were seen for GE versus both SLE and NSE in the first 2 years with no significant differences in the final 2 years. GE from biological science / science backgrounds (N = 241) or physical science backgrounds (N = 26) performed the same as SLE and NSE throughout the programme. GE with a health / allied health background (N = 91), however, performed better throughout. They also performed better when compared to their GE counterparts from a humanities (N = 32) or a biological science / science background. GE had increased odds of withdrawing when compared to SLE (OR 2.50, 95% CI 1.30, 4.79, P = 0.006), but not compared to NSE. NSE had increased odds of repeating at least one level when compared to either GE (OR 2.74, 95% CI 1.21, 6.21, P = 0.016) or SLE (OR 4.10, 95% CI 1.93, 8.70, P < 0.001). There were no differences by entry category in the odds of sitting at least one supplementary examination during the programme. There was an increase in the odds of taking at least one leave of absence in both SLE (OR 2.55, 95% CI 1.79, 3.63, P < 0.001) and NSE (OR 2.47, 95% CI 1.50, 4.07, P < 0.001) compared to GE. CONCLUSIONS Better academic performance by GE compared to SLE and NSE was predominantly due to higher scores for GE with a health / allied health background. GE were also less likely to have impeded progress during the course.
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Affiliation(s)
- Ian B. Puddey
- School of Medicine, Faculty of Health and Medical Sciences, University of Western Australia, Level 4 RPH MRF Building, Rear 50 Murray St, Perth, WA 6000 Australia
| | - Annette Mercer
- Division of Health Professions Education, School of Allied Health, Faculty of Health and Medical Sciences, MB 414 University of Western Australia, 35 Stirling Hwy, Crawley, WA 6009 Australia
| | - Sandra E. Carr
- Division of Health Professions Education, School of Allied Health, Faculty of Health and Medical Sciences, MB 414 University of Western Australia, 35 Stirling Hwy, Crawley, WA 6009 Australia
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Avidan A, Weissman C, Elchalal U, Tandeter H, Zisk-Rony RY. Medical specialty selection criteria of Israeli medical students early in their clinical experience: subgroups. Isr J Health Policy Res 2018; 7:20. [PMID: 29669573 PMCID: PMC5904971 DOI: 10.1186/s13584-018-0215-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2017] [Accepted: 04/06/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Israeli medical school classes include a number of student subgroups. Therefore, interventions aimed at recruiting medical students to the various specialties should to be tailored to each subgroup. METHODS Questionnaires, distributed to 6 consecutive 5th-year classes of the Hebrew University - Hadassah School of Medicine, elicited information on criteria for choosing a career specialty, criteria for choosing a residency program and the importance of finding a specialty interesting and challenging when choosing a residency. RESULTS Completed questionnaires were returned by 540 of 769 (70%) students. The decision processes for choosing a medical specialty and choosing a residency program were different. Family and colleagues had minimal influence on choosing a specialty, while family and their residential locality had much influence on choosing a residency, especially among women. Older age, marriage, and spousal influence were positively associated with choice of a specialty. Two-thirds of the students had completed military service, 20% were attending medical school prior to military service, 5% had completed national service and 9% had entered medical school without serving. Despite the pre-military subgroup being younger and having another 7 years of medical school, internship and military service before residency, they had begun thinking about which specialty to choose, just like the post-military students. When choosing a residency program, post-military women were more influenced by their families and family residential locality than their pre-military counterparts; differences ascribed to the older and often married post-military women having or wanting to begin families. This difference was reinforced by fewer post- than pre-military women willing to wait 2-3 years for a residency in the specialty that interested them most and were willing to begin residency immediately after internship in a specialty that interested them less. CONCLUSIONS Medical school classes are composed of various subgroups, each with its own characteristics. It is important to differentiate between choosing a specialty and a residency program. Choosing a specialty is a uniquely personal decision with some spousal influence among married students. It is of central importance even among pre-military students not slated to begin residency for many years. In contrast, choosing a residency program is influenced by family, where one grew up and other family-related considerations.
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Affiliation(s)
- Alexander Avidan
- Department of Anesthesiology and Critical Care Medicine, Hadassah - Hebrew University Medical Center, Kiryat Hadassah, POB 12000, 91120, Jerusalem, Israel
| | - Charles Weissman
- Department of Anesthesiology and Critical Care Medicine, Hadassah - Hebrew University Medical Center, Kiryat Hadassah, POB 12000, 91120, Jerusalem, Israel.
| | - Uriel Elchalal
- Department of Obstetrics and Gynecology, Hadassah-Hebrew University Medical Center, Hebrew University - Hadassah School of Medicine, Jerusalem, Israel
| | - Howard Tandeter
- Department of Family Medicine, Ben Gurion University Joyce and Irving Goldman School of Medicine, Be'er Sheva, Israel
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Ali K, Zahra D, Tredwin C. Comparison of graduate-entry and direct school leaver student performance on an applied dental knowledge test. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:248-251. [PMID: 27543503 DOI: 10.1111/eje.12232] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/22/2016] [Indexed: 06/06/2023]
Abstract
AIMS To compare the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. METHODS This study examined the results of students in applied dental knowledge (ADK) progress tests conducted during two academic years. A mixed model analysis of variance (ANOVA) was conducted to compare the performance of graduate-entry and direct school leavers. ADK was treated as a repeated measures variable, and the outcome variable of interest was percentage score on the ADK. RESULTS The results show statistically significant main effects for ADK [F (1,113) = 61.58, P < 0.001, η2p = 0.35], Cohort [F (1,113) = 88.57, P < 0.001, η2p = 0.44] and Entry [F (1,113) = 11.31, P = 0.001, η2p = 0.09]. That is, students do better on each subsequent test (main effect of ADK), students in later years of the programme perform better than those in earlier years (main effect of cohort), and graduate-entry students outperform direct school leavers. CONCLUSIONS This is the first study to explore the differences in the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. The results show that the academic performance of graduate students was better than the direct school leavers in years 2 and 3. Further research is required to compare the performance of students longitudinally across the entire duration of undergraduate dental programmes and evaluate whether this difference persists throughout.
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Affiliation(s)
- K Ali
- Peninsula Dental School, Plymouth University, Plymouth, UK
| | - D Zahra
- Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK
| | - C Tredwin
- Peninsula Dental School, Plymouth University, Plymouth, UK
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Goel S, Angeli F, Singla N, Ruwaard D. Development and Validation of the Motivations for Selection of Medical Study (MSMS) Questionnaire in India. PLoS One 2016; 11:e0164581. [PMID: 27997928 PMCID: PMC5173381 DOI: 10.1371/journal.pone.0164581] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2016] [Accepted: 09/08/2016] [Indexed: 11/24/2022] Open
Abstract
Background and Objective Understanding medical students’ motivation to select medical studies is particularly salient to inform practice and policymaking in countries—such as India—where shortage of medical personnel poses crucial and chronical challenges to healthcare systems. This study aims to develop and validate a questionnaire to assess the motivation of medical students to select medical studies. Methods A Motivation for Selection of Medical Study (MSMS) questionnaire was developed using extensive literature review followed by Delphi technique. The scale consisted of 12 items, 5 measuring intrinsic dimensions of motivations and 7 measuring extrinsic dimensions. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), validity, reliability and data quality checks were conducted on a sample of 636 medical students from six medical colleges of three North Indian states. Results The MSMS questionnaire consisted of 3 factors (subscales) and 8 items. The three principal factors that emerged after EFA were the scientific factor (e.g. research opportunities and the ability to use new cutting edge technologies), the societal factor (e.g. job security) and the humanitarian factor (e.g. desire to help others). The CFA conducted showed goodness-of-fit indices supporting the 3-factor model. Conclusion The three extracted factors cut across the traditional dichotomy between intrinsic and extrinsic motivation and uncover a novel three-faceted motivation construct based on scientific factors, societal expectations and humanitarian needs. This validated instrument can be used to evaluate the motivational factors of medical students to choose medical study in India and similar settings and constitutes a powerful tool for policymakers to design measures able to increase selection of medical curricula.
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Affiliation(s)
- Sonu Goel
- School of Public Health, Post Graduate Institute of Medical Education and Research, Chandigarh, India
- * E-mail:
| | - Federica Angeli
- Department of Health Services Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Neetu Singla
- School of Public Health, Post Graduate Institute of Medical Education and Research, Chandigarh, India
| | - Dirk Ruwaard
- Department of Health Services Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Sandover S, Jonas-Dwyer D, Marr T. Graduate entry and undergraduate medical students' study approaches, stress levels and ways of coping: a five year longitudinal study. BMC MEDICAL EDUCATION 2015; 15:5. [PMID: 25616440 PMCID: PMC4310038 DOI: 10.1186/s12909-015-0284-7] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2013] [Accepted: 01/05/2015] [Indexed: 05/10/2023]
Abstract
BACKGROUND Incorporating graduate students into undergraduate medical degree programs is a commonly accepted practice. However, it has only recently been recognized that these two types of students cope with their studies in various ways. The aim was to compare the learning approaches, stress levels and ways of coping of undergraduate (UG) and graduate entry medical students (GEMP) throughout their medical course. METHODS From 2007-2011 each of the five year cohorts of undergraduate and GEMP students completed four components of the study. The components included demographics, The Biggs' R-SPQ-2 F questionnaire which determines students' approaches to learning, the Perceived Stress Scale (PSS) used to rate students perceived stress during the past four weeks, and the Ways of Coping (WOC) questionnaire used to assess students' methods of coping with everyday problems. RESULTS There was a consistent difference between UG and GEMP students approaches to learning over the five years. GEMP students preferred a deep approach while the UG students preferred a superficial approach to learning. This difference became more obvious in the clinical years. There was no statistically significant difference between the groups in stress levels. There were consistent differences in the ways the two groups coped with stress. CONCLUSIONS There were significant differences in approaches to learning and ways of coping with stress between the UG and the GEMP students. These need to be considered when introducing curriculum change, in particular, redesigning an UG program for post graduate delivery.
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Affiliation(s)
- Sally Sandover
- The University of Western Australia, 35 Stirling Highway, Crawley, WA, Australia.
| | - Diana Jonas-Dwyer
- The University of Western Australia, 35 Stirling Highway, Crawley, WA, Australia.
| | - Timothy Marr
- The University of Western Australia, 35 Stirling Highway, Crawley, WA, Australia.
- Fremantle Hospital, Alma Street, Fremantle, WA, Australia.
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Jurjus RA, Krum J, Goldman EF. Design for learning: adapting the microscopic anatomy laboratory to adult learners. ANATOMICAL SCIENCES EDUCATION 2013; 6:177-181. [PMID: 23081886 DOI: 10.1002/ase.1324] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2012] [Revised: 09/11/2012] [Accepted: 09/12/2012] [Indexed: 06/01/2023]
Abstract
Medical school curricula are undergoing transformational change in response to calls for integrating content across courses and years to enable better retention and application and for individualizing learning to meet the diverse backgrounds and thus differing needs of students. To address the related teaching challenges, faculty can employ solid principles of adult learning and instructional design and use teaching strategies that stimulate different learning styles. We developed laboratory sessions that follow a learner-centered instructional design model we refer to as "PLHET," reflecting the steps of preparing, linking, hooking, engaging, and transferring learning, and also applied teaching strategies that reflect Kolb's four styles of learning (accommodative, divergent, assimilative, and convergent). We utilized a group learning format to promote active learning, teamwork, and self-direction. Preliminary data based on student surveys of laboratory activity show positive responses. In the future, we will test the hypothesis that this design will improve medical students' performance.
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Affiliation(s)
- Rosalyn A Jurjus
- Department of Anatomy and Regenerative Biology, School of Medicine and Health Sciences, The George Washington University, Washington, Distinct of Columbia 20037, USA.
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Pagnin D, De Queiroz V, De Oliveira Filho MA, Gonzalez NVA, Salgado AET, Cordeiro e Oliveira B, Lodi CS, Melo RMDS. Burnout and career choice motivation in medical students. MEDICAL TEACHER 2013; 35:388-94. [PMID: 23458255 DOI: 10.3109/0142159x.2013.769673] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
BACKGROUND Burnout is a stress-induced syndrome, which affects medical students. Some environmental and personal factors can favor burnout onset and its serious consequences as dropping out, sleep disorders, depression, and suicide. The motivation for choosing medicine is a personal aspect that can modulate the distress with academic demands. METHODS We applied self-administered questionnaires in 277 medical students to investigate the predictive role of career choice motivations on burnout dimensions. Specifically, we studied the influence of the main reasons for choosing medicine on emotional exhaustion, cynicism, and academic efficacy. RESULTS Intellectual curiosity, professional autonomy, altruism, and interest in human relationships were the most common reasons for choosing medicine. However, the medical students motivated by personal illness or family member's illness or death revealed a significant greater emotional exhaustion when compared with the students with other motivations. CONCLUSION The students who apply for medical school motivated by illness/death experiences are at a great risk for burnout. We suggest that students who are at risk for emotional exhaustion can be identified at the admission of medical school. Primary prevention strategies for burnout should consider this risk group.
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Affiliation(s)
- Daniel Pagnin
- Department of Psychiatry and Mental Health, Institute of Community Health, Fluminense Federal University, Brazil.
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Kusurkar RA, Ten Cate TJ, van Asperen M, Croiset G. Motivation as an independent and a dependent variable in medical education: a review of the literature. MEDICAL TEACHER 2011; 33:e242-62. [PMID: 21517676 DOI: 10.3109/0142159x.2011.558539] [Citation(s) in RCA: 202] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
BACKGROUND Motivation in learning behaviour and education is well-researched in general education, but less in medical education. AIM To answer two research questions, 'How has the literature studied motivation as either an independent or dependent variable? How is motivation useful in predicting and understanding processes and outcomes in medical education?' in the light of the Self-determination Theory (SDT) of motivation. METHODS A literature search performed using the PubMed, PsycINFO and ERIC databases resulted in 460 articles. The inclusion criteria were empirical research, specific measurement of motivation and qualitative research studies which had well-designed methodology. Only studies related to medical students/school were included. RESULTS Findings of 56 articles were included in the review. Motivation as an independent variable appears to affect learning and study behaviour, academic performance, choice of medicine and specialty within medicine and intention to continue medical study. Motivation as a dependent variable appears to be affected by age, gender, ethnicity, socioeconomic status, personality, year of medical curriculum and teacher and peer support, all of which cannot be manipulated by medical educators. Motivation is also affected by factors that can be influenced, among which are, autonomy, competence and relatedness, which have been described as the basic psychological needs important for intrinsic motivation according to SDT. CONCLUSION Motivation is an independent variable in medical education influencing important outcomes and is also a dependent variable influenced by autonomy, competence and relatedness. This review finds some evidence in support of the validity of SDT in medical education.
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Affiliation(s)
- R A Kusurkar
- Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands.
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McLean M, Gibbs T. Twelve tips to designing and implementing a learner-centred curriculum: prevention is better than cure. MEDICAL TEACHER 2010; 32:225-30. [PMID: 20218837 DOI: 10.3109/01421591003621663] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
BACKGROUND Change in medical education has brought with it new perspectives on content, process, assessment and evaluation. With this change has emerged a new discourse. New words and phrases, used by many but not always fully understood, have infiltrated every aspect of our academic lives. One such term which we believe is used relatively freely but which is not well understood or implemented is "learnercentred" or "student-centred" education. AIM These twelve tips, drawn from experience, attempt to clarify the implications of learner-centred education and provide a structure upon which to ensure that all stakeholders have the same understanding of the implications of what being learn-centredness involves. CONCLUSIONS Without a common understanding of learner-centreness, the true educational concept may not be appropriately implemented, resulting in considerable faculty and student stress. We should practice what we preach and consider the "whole" student.
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Affiliation(s)
- Michelle McLean
- Medical Education at the Faculty of Medicine and Health Sciences, United Arab Emirates University, Al Ain,United Arab Emirates.
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Calvert MJ, Ross NM, Freemantle N, Xu Y, Zvauya R, Parle JV. Examination performance of graduate entry medical students compared with mainstream students. J R Soc Med 2009; 102:425-30. [PMID: 19797600 DOI: 10.1258/jrsm.2009.090121] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVES To assess whether medical students on graduate entry/fast- track programmes perform as well as students on standard courses. DESIGN Retrospective cohort study. SETTING University of Birmingham Medical School. PARTICIPANTS Medical students on graduate entry/fast-track course and standard (5-year) course ('mainstream'). MAIN OUTCOME MEASURES Examination marks from all assessments taken simultaneously by graduate entry course (GEC) and mainstream course students once the cohorts have combined: i.e. for the final three years of the programme. Honours awards for 2007 and 2008 graduates. RESULTS In total 19,263 examination results were analysed from 1547 students. Of these 161 were GEC students and 1386 were mainstream medical students. On average mainstream students, male students, overseas students and students of South Asian ethnicity obtained lower examination marks than graduate entry students, female students, home or EU students and students of non-South Asian ethnicity, respectively. Graduate entry students were significantly more likely to achieve honours degrees than mainstream students. CONCLUSION On average the academic performance of Graduate Entry medical students at the University of Birmingham is better than mainstream medical students.
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Høifødt TS, Olstad R, Sexton H. Developing psychiatric competence during medical education and internship: contributing factors. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2007; 12:457-73. [PMID: 16847730 DOI: 10.1007/s10459-006-9010-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2004] [Accepted: 03/30/2006] [Indexed: 05/10/2023]
Abstract
The study describes the learning process in psychiatry of medical students through their clerkship and internship, It focused upon the development of students' attitudes to psychiatry, subjective psychiatric competence and self-confidence. The relationships between the participants' background, aspects of the learning environment, their attitudes to psychiatry, psychiatric competence and psychiatric self-confidence were explored in order to develop an empirical model of the learning process.The participants were medical students at the University of Tromsoe, Norway. The study was prospective and based on students' self-reports, Structural panel modelling and growth curve analyses were used to explore the complex interactions between the variables over time and to create a model of the learning processes. The medical students significantly increased their subjective competence and psychiatric self-confidence during their clerkship in psychiatry and maintained them during their internship. Previous psychiatric experience, attitudes towards psychiatry and current psychiatric experience contributed to subjective psychiatric competence, Competence in turn had a positive effect on self-confidence. Interestingly, those with greater subjective competence also appeared to have more psychiatric experience during their internship. An empirical model of the important aspects of the learning process was developed.
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Affiliation(s)
- Tordis Sørensen Høifødt
- Department of Psychiatric Research and Development, University Hospital of Northern Norway, N-9291 , Asgård, Tromsø, Norway.
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Abstract
Graduate-entry medical programmes have been introduced in many Australian states. This has coincided with the introduction of learner-centred, problem-orientated medical courses and has resulted in a need to develop new selection pathways. Medical schools have complemented their primary selection tool of academic performance with tests of personal attributes considered important in future doctors. Schools with graduate-entry programmes now employ a combination of the results of the applicant's undergraduate degree, a semistructured interview and a psychometric test (the Graduate Australian Medical School Admissions Test) to select students. Rationale for the change to graduate entry and the outcomes of this change will be discussed.
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Affiliation(s)
- S L Elliott
- Faculty Education Unit, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Australia.
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Cooter R, Erdmann JB, Gonnella JS, Callahan CA, Hojat M, Xu G. Economic diversity in medical education: the relationship between students' family income and academic performance, career choice, and student debt. Eval Health Prof 2004; 27:252-64. [PMID: 15312284 DOI: 10.1177/0163278704267041] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Providing access to higher education across all income groups is a national priority. This analysis assessed the performance, career choice, and educational indebtedness of medical college students whose educational pursuits were assisted by the provision of financial support. The study looked at designated outcomes (academic performance, specialty choice, accumulated debt) in relation to the independent variable, family (parental) income, of 1,464 students who graduated from Jefferson Medical College between 1992 and 2002. Students were classified into groups of high, moderate, and low income based on their parental income. During the basic science years, the high-income group performed better; however, in the clinical years, performance measures were similar. Those in the high-income group tended to pursue surgery, while those in the low-income group preferred family medicine. The mean of accumulated educational debt was significantly higher for the low-income group. The study provides support for maintaining economic diversity in medical education.
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Rolfe IE, Ringland C, Pearson SA. Graduate entry to medical school? Testing some assumptions. MEDICAL EDUCATION 2004; 38:778-86. [PMID: 15200402 DOI: 10.1111/j.1365-2929.2004.01891.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
BACKGROUND Debate abounds regarding the most appropriate candidates to admit to medical school. This paper examines whether there is any advantage to admitting 'graduate' entrants over secondary school leavers on selected medical school and practice outcomes. AIM To compare the medical school experiences, research and academic achievements and practice outcomes of graduates who entered 1 medical school in Australia directly from high school (secondary school entry) to those of graduates who entered with tertiary level education (tertiary entry). DESIGN AND METHODS Cross-sectional study using a mail-out survey to graduates from the first 16 graduating years (1983-98 inclusive) of the University of Newcastle Medical School. RESULTS Secondary school entrants were, on average, 8 years younger than tertiary entrants and were less likely to have received rural-based schooling. However, there were no differences with respect to gender or type of secondary school attended (public or private). Motivations for studying medicine did not generally differ according to entry type, except that more secondary students were motivated by parental expectations and more tertiary entrants were motivated by the need for professional independence and the desire to prevent disease. A greater proportion of tertiary entrants experienced stress at medical school. However, secondary students experienced more stress due to doubts about being a doctor, while tertiary entrants experienced more stress due to lack of leisure time, finances and balancing commitments. There were no significant differences between the groups in terms of academic performance (as measured by the award of medical school honours) or research outcomes (as measured by completion of a research degree during or after medical school training, publication of scientific papers or holding career posts in the research sciences). There were no differences in career positions held by clinicians, choice of general practice or another specialty as a career, practice location (rural or urban) or employment sector (public or private). CONCLUSION There is no clear advantage, at least on the outcomes measured in this study, to limiting medical school entry to either those candidates from secondary school or those with tertiary backgrounds. Medical schools could reasonably broaden their selection criteria to include more graduate entry candidates in addition to secondary school leavers without compromising medical school and practice outcomes.
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Affiliation(s)
- I E Rolfe
- Faculty of Medicine and Health Sciences, University of Newcastle, Callaghan, New South Wales, Australia.
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Degree or not degree? CLINICAL TEACHER 2004. [DOI: 10.1111/j.1743-498x.2004.00004.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Sørensen Høifødt T, Sexton H, Olstad R. Experiences from psychiatric rotation for pre-registration house officers: contributions to subjective learning. MEDICAL EDUCATION 2004; 38:349-357. [PMID: 15025636 DOI: 10.1046/j.1365-2923.2004.01796.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
SETTING The clinical experience and the subjective learning of pre-registration house officers who completed 4 months' psychiatric rotation are described. METHOD The study was cross-sectional and based on self-report. The participants had responded to an anonymous questionnaire at the completion of their 4 months' psychiatric rotation in the period 1999-2001. Of those eligible (n = 137), 85 (61%) completed the questionnaire. The relationships between individual background variables, different factors of the learning environment, and good learning outcome were explored. CONCLUSIONS The subjective learning benefit and positive learning environment were most related to the amount of practical experience, the degree of tailoring of the tasks to the house officers' competence, and to the formal intramural teaching programme. Supervision, gender, previous experience, and prior interest in psychiatry did not have significant impact on subjective learning. The findings are discussed in terms of the learning model that was developed.
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Affiliation(s)
- Tordis Sørensen Høifødt
- Department of Psychiatric Research and Development, University Hospital of Northern Norway, Asgård, N-9291 Tromsø, Norway.
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Kay-Lambkin F, Pearson SA, Rolfe I. The influence of admissions variables on first year medical school performance: a study from Newcastle University, Australia. MEDICAL EDUCATION 2002; 36:154-159. [PMID: 11869443 DOI: 10.1046/j.1365-2923.2002.01071.x] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
AIMS This study examined the relationship between the performance of first year medical students at the University of Newcastle, Australia, and admission variables: previous educational experience, and entry classification (standard -- academic or composite, Aboriginal and Torres Strait Islander, or overseas), age and gender. METHODS Admission and demographic information was obtained for students who entered first year medicine at Newcastle between the years 1994 and 1997 inclusive. Academic performance was measured according to results of first assessment ('satisfactory' vs. 'not satisfactory') and the final assessment of the first year ('satisfactory' vs. 'not satisfactory'). Logistic regression was used to examine the relationship between predictor variables and outcomes. RESULTS Assessment and admissions information was obtained for 278 students, 98% of all students who entered the medical course between 1994 and 1997. Regression analysis of first assessment indicated that Aboriginal and Torres Strait Islander and overseas students were significantly more likely to be 'not satisfactory' than all other students (RR=3.1,95% CI: 1.4. - 6 7 and RR=1.5, 95% CI: 1.2-1.8, respectively). Analysis of final assessment indicated these two student groups were also significantly more likely to be 'not satisfactory' than all other students (RR=4.5, 95% CI: 1.4-13.5 and RR=3.5, 95% CI: 1.2-10.8, respectively). At first assessment, students entering via the standard academic pathway and older students were less likely to be 'not satisfactory' (RR=0.6, 95% CI: 0.5-0.7 and RR=0.8, 95% CI: 0.7-0.9, respectively). However both these differences were not evident at final assessment. There were no significant relationships between performance in first year and the remaining variables. CONCLUSIONS Aboriginal and Torres Strait Islander, and overseas medical students had academic difficulties in the first year of the course, suggesting the need for extra course support. The result may reflect the educational and other obstacles these students must overcome in order to enter and progress through their medical degree. More research is warranted to explore the extent to which these differences persist throughout the medical degree.
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Kick S, Adams L, O'Brien-Gonzales A. Unique issues of older medical students. TEACHING AND LEARNING IN MEDICINE 2000; 12:150-155. [PMID: 11228902 DOI: 10.1207/s15328015tlm1203_6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
PURPOSE Many persons applying to medical school have had other careers or experiences prior to their application. Comprising an increasing proportion of our student population, these older medical students often have unique difficulties differing from those of their younger peers. We undertook a 2-part study to evaluate possible differences in attitudes and beliefs between younger and older medical students. SUMMARY We conducted the study in 2 parts. In the 1st part, a focus group of students who would be 30 years old or older at the completion of medical school ("older students") was assembled to ascertain potential themes. Themes articulated by this group were then constructed into a questionnaire that was administered to the entire 4th-year class. Results of the questionnaire were evaluated qualitatively by content and quantitatively when appropriate. Eight students participated in the focus group. The themes expressed by the group included increased home responsibilities relative to their peers, lack of perceived respect by attendings and residents, and different learning strategies. Eighty-eight students completed the questionnaire. More older than younger students agreed with the statements that their previous experiences made them better learners (p = .06) and that their personal responsibilities made it difficult to study (p = .0001). On open-ended questions, the responses from the older students were longer and contained stronger language. CONCLUSION Older medical students express unique concerns regarding the learning environment and the impact of medical school on their personal lives. This study provides preliminary information that our older students may have more special needs and concerns than traditional students.
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Affiliation(s)
- S Kick
- Departments of Medicine and Family Medicine, University of Colorado Health Sciences Center, 4200 East Ninth Avenue, Box B-212, Denver, CO 80262, USA.
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