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Terán AÁ, Palazuelos C, Dierssen-Sotos T, Alonso-Molero J, Llorca J, Gómez-Acebo I. Evolution of Medical Students' Perception of the Patient's Right to Privacy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11067. [PMID: 36078783 PMCID: PMC9517786 DOI: 10.3390/ijerph191711067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 08/26/2022] [Accepted: 08/31/2022] [Indexed: 06/15/2023]
Abstract
During clinical rotations, medical students experience situations in which the patients' right to privacy may be violated. The aim of this study is to analyze medical students' perception of clinical situations that affect patients' right to privacy, and to look for the influential factors that may contribute to the infringement on their rights, such as the students' age, sex, academic year or parents' educational level. A cross-sectional study was conducted with a survey via "Google Drive". It consisted of 16 questions about personal information, 24 questions about their experience when rotating and 21 questions about their opinion concerning several situations related to the right to privacy. A total of 129 medical students from various Spanish medical schools participated. Only 31% of 3rd-6th year students declared having signed a confidentiality agreement when starting their clinical practice, and most students (52%) reported that doctors "sometimes", "rarely" or "never" introduce themselves and the students when entering the patients' rooms. Additionally, about 50% of all students reported that they would take a picture of a patient's hospitalization report without his/her (consent), which would be useful for an assignment. Important mistakes during medical students' rotations have been observed, as well as a general lack of knowledge regarding patient's right to privacy among Spanish medical students. Men and older students showed better knowledge of current legislation, as well as those whose parents were both university-educated and those in higher academic years.
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Affiliation(s)
| | - Camilo Palazuelos
- Faculty of Medicine, Universidad de Cantabria, 39011 Santander, Spain
| | - Trinidad Dierssen-Sotos
- Faculty of Medicine, Universidad de Cantabria, 39011 Santander, Spain
- IDIVAL Instituto de Investigación Sanitaria Valdecilla, 39011 Santander, Spain
- Centro de Investigación Biomédica en Red Epidemiología y Salud Pública (CIBERESP), 28029 Madrid, Spain
| | - Jessica Alonso-Molero
- Faculty of Medicine, Universidad de Cantabria, 39011 Santander, Spain
- IDIVAL Instituto de Investigación Sanitaria Valdecilla, 39011 Santander, Spain
| | - Javier Llorca
- Faculty of Medicine, Universidad de Cantabria, 39011 Santander, Spain
- Centro de Investigación Biomédica en Red Epidemiología y Salud Pública (CIBERESP), 28029 Madrid, Spain
| | - Inés Gómez-Acebo
- Faculty of Medicine, Universidad de Cantabria, 39011 Santander, Spain
- IDIVAL Instituto de Investigación Sanitaria Valdecilla, 39011 Santander, Spain
- Centro de Investigación Biomédica en Red Epidemiología y Salud Pública (CIBERESP), 28029 Madrid, Spain
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Posada Uribe MA, Vargas González V, Orrego Morales C, Cataño C, Vásquez EM, Restrepo D. Educational Environment and Mental Wellbeing of Medical and Surgical Postgraduate Residents in Medellin, Colombia. REVISTA COLOMBIANA DE PSIQUIATRIA (ENGLISH ED.) 2021; 52:S0034-7450(21)00040-8. [PMID: 33879354 DOI: 10.1016/j.rcp.2021.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 02/02/2021] [Accepted: 02/06/2021] [Indexed: 11/16/2022]
Abstract
INTRODUCTION One of the most important moments in a doctor's life occurs when they do a medical residency. This period imposes stress and academic demands, which, together with the educational environment, allows for greater or lesser mental wellbeing. The objective of this study was to determine how the educational environment and mental wellbeing of medical residents are related. METHODS Analytical cross-sectional study, in residents of clinical-surgical specialties. The educational environment was assessed using the Postgraduate Hospital Educational Environment Measure (PHEEM), and mental wellbeing was assessed with the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Pearson's linear correlation was determined. Informed consent and approval by the university ethics committee were obtained. RESULTS The study population comprised 131 students, 43.8% male, with a median age of 28 years (interquartile range 4). In total, 87.9% of residents answered the survey. Of these, 65.9% were doing medical residencies and 34.1% surgical residencies. The mean PHEEM score was 107.96±18.88, the positive emotions subscale was 29.32±5.18 and positive functioning 23.61±3.57, with a mean total mental wellbeing of 52.96±8.44. A positive and moderate correlation was found between the total PHEEM score and each of the two mental wellbeing subscales (p <0.001). CONCLUSIONS A positive correlation was found between a better perception of the educational environment and mental wellbeing by residents of clinical and surgical specialties with greater mental wellbeing.
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Affiliation(s)
| | | | - Clara Orrego Morales
- Jefe de Convenios Docencia-Asistencia, Facultad de Medicina, Universidad CES, Medellín, Colombia
| | - Carolina Cataño
- Jefe de División Posgrados, Facultad de Medicina, Universidad CES, Medellín, Colombia
| | - Elsa María Vásquez
- Departamento de Epidemiología, Facultad de Medicina, Universidad CES, Medellín, Colombia
| | - Diana Restrepo
- Psiquiatría de Enlace, Universidad CES, Medellín, Colombia.
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Chaudhuri JD. Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach. ANATOMICAL SCIENCES EDUCATION 2020; 13:250-271. [PMID: 31021529 DOI: 10.1002/ase.1884] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2018] [Revised: 04/17/2019] [Accepted: 04/21/2019] [Indexed: 06/09/2023]
Abstract
There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine
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Demiral Yilmaz N, Sahin H, Nazli A. International medical students' adaptation to university life in Turkey. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2020; 11:62-72. [PMID: 32119648 PMCID: PMC7246129 DOI: 10.5116/ijme.5e47.d7de] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2018] [Accepted: 02/15/2020] [Indexed: 06/09/2023]
Abstract
OBJECTIVES The aim of this study is to determine the adaptation process of international medical school students to university life in Turkey. METHODS The mixed method design study, including all the international students (n=127) studying at Ege University School of Medicine, is employed. Qualitative data were collected from 23 students selected by purposive sampling technique. Two instruments were utilized for collecting data: Student Adaptation to College Questionnaire (SACQ) and Brief COPE. Focus group interviews were performed for qualitative data collection. RESULTS The mean SACQ score of the medical students was found to be 407.44 (SD=68.29). The Academic Adjustment category included the themes of educational goals, different studying habits, accommodation, academic advisor, and scholarship. The Social Adjustment category included the themes of social interaction and support, differences, longing for family, discrimination and its effects on social life. The Personal/Emotional adjustment category included themes of psychological and physiological health problems. The Goal Commitment/Institutional Attachment category included themes of academic and social adaptation as well as the student' communication with education management. CONCLUSIONS This study identifies to light critical issues in supporting international students with adaptation problems to university life in Turkey. It is clear that revising the content of education programs to enable international exchange is not sufficient enough by itself to meet the needs of international students.
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Affiliation(s)
| | - Hatice Sahin
- Ege University School of Medicine Department of Medical Education, Izmir, Turkey
| | - Aylin Nazli
- Ege University School of Letters Department of Sociology, Izmir, Turkey
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Scott AJ, Drevin G, Pavlović L, Nilsson M, Krige JEJ, Jonas E. Medical Student And Faculty Perceptions Of Undergraduate Surgical Training In The South African And Swedish Tertiary Institutions: A Cross-Sectional Survey. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:855-866. [PMID: 31686944 PMCID: PMC6800552 DOI: 10.2147/amep.s216027] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/17/2019] [Accepted: 08/28/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE To evaluate and compare medical student and faculty perceptions of undergraduate surgical training and compare results between South Africa and Sweden. PATIENTS AND METHODS An electronic, online questionnaire was anonymously distributed to medical students and surgical faculty at the University of Cape Town (UCT), South Africa, and the Karolinska Institutet (KI), Sweden. The questionnaire explored the perceptions of medical students and surgical faculty regarding the current undergraduate surgical curriculum, as well as existing clinical and theoretical instructional methods. RESULTS A total of 120 students (response rate of 24.4%) and 41 faculty (response rate of 74.5%) responded. Students believed they ought to receive significantly more teaching when compared to surgical faculty (p=0.018). Students and faculty generally agreed that students should expect to study approximately six to 20 hrs per week outside of clinical duty. There was general agreement that "small-group tutorials" was the area students learn the most from, whereas students reported "lectures" least helpful. Registrars were reported as the first person students should consult regarding patient care. Fifty-one (42.5%) medical students believed that faculty viewed students as an inconvenience, and 42 (35.0%) students believed that faculty would rather not have students on the clinical team. The majority of faculty (68.3%) reported significantly more negative views on the current undergraduate surgical curriculum when compared to students (p=0.002). UCT faculty reported giving significantly less feedback to students during their surgical rotation when compared to KI faculty (p=0.043). CONCLUSION Significant differences exist between surgical faculty and medical student perceptions regarding undergraduate surgical training in developing and developed countries. In order to increase surgical interest among undergraduate medical students, it is imperative for surgical educators to be aware of these differences and find specific strategies to bridge this gap.
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Affiliation(s)
- Alex J Scott
- Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Gustaf Drevin
- Department of Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Lordan Pavlović
- Department of Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Magnus Nilsson
- Division of Surgery, Karolinska Institutet, Stockholm, Sweden
| | - Jake EJ Krige
- Department of Surgery, University of Cape Town, Cape Town, South Africa
| | - Eduard Jonas
- Department of Surgery, University of Cape Town, Cape Town, South Africa
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Jameel T, Baig M, Gazzaz ZJ, Tashkandi JM, Al Alhareth NS, Khan SA, Butt NS. Approaches Towards Professional Studies and Spare-time Activities Among Preclinical and Clinical Year Medical Students. Cureus 2019; 11:e4905. [PMID: 31423383 PMCID: PMC6689483 DOI: 10.7759/cureus.4905] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Objective This study aims at a recognition of the differences in the study habits, approach to teaching resources, and spare-time activities of medical students in the preclinical and clinical training periods at King Abdulaziz University (KAU) Jeddah, Saudi Arabia (SA). Methods Study sampling was carried out in 2017 at the Faculty of Medicine, KAU, Jeddah, SA. Students from both genders were included and further subdivided to preclinical (2nd and 3rd years) and clinical groups (4th, 5th, and 6th years). Students were asked to respond to an online questionnaire. SPSS-Version 21 (IBM Corp., Armonk, NY, US) was utilized for statistical analysis of the collected data, Results Of the 347/500 (response rate 69.4%) medical students, 85 (24.5%) were from the preclinical students (2nd and 3rd years), and 262 (64.5%) were enrolled in the clinical group (4th to 6th years of MBBS). The majority of students 330 (94.1%) were unmarried, only 17 of them, i.e., 4.9%, were married. Analysis of the data revealed that medical textbooks, essential versions of basic medical books, online resources, and online version of books were used more frequently by the clinical group as compared to the preclinical students. Teacher-provided lecture handouts and lecture notes taken during classes were being equally used by both groups. There was a significant difference in the opinion on the usefulness of different resources between both groups. Students faced difficulty in understanding the English language, observed more in the pre-clinical years as compared to relatively groomed clinical students. The preclinical group could not understand the teaching material in books due to a weaker understanding of the English language. Social media software was used for keeping both groups busy, but clinical students also used social media for academic purposes. More than half of the participants from the preclinical and almost one-third from the clinical years admitted that their teachers recommended them for relevant medical textbooks. An encouraging trend was observed in most preclinical group students: they found teaching modalities, such as problem-based learning (PBL) and other academic activities, as a trigger to promote book reading. Conclusion Our results show that the students in the clinical phase had a more methodical approach to professional studies and a difference in spare-time activities.
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Affiliation(s)
- Tahir Jameel
- Internal Medicine, King Abdulaziz University, Jeddah, SAU
| | - Mukhtiar Baig
- Clinical Biochemistry, Medical Education, Faculty of Medicine, King Abdulaziz University, Jeddah, SAU
| | | | - Jawad M Tashkandi
- Miscellaneous, Faculty of Medicine, King Abdulaziz University, Jeddah, SAU
| | | | - Shahida A Khan
- Community Medicine, King Fahad Medical Research Center, King Abdulaziz University, Jeddah, SAU
| | - Nadeem S Butt
- Medical Statistics, Faculty of Medicine, King Abdulaziz University, Jeddah, SAU
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