Perceptions of preclinical medical students towards extracurricular activities

Beyond the curriculum: unveiling medical students' drivers and barriers to research participation at Alfaisal University

Medical education continually adapts to the needs of future health care professionals, with student motivation in research being a pivotal aspect. This study at Alfaisal University aimed to explore the motivations, benefits, and challenges faced by medical students in extracurricular research activities. Using a mixed-method approach, we combined quantitative surveys with qualitative group interviews. Findings revealed that both extrinsic (e.g., enhancing postgraduate training prospects) and intrinsic (e.g., personal interest and skill refinement) factors significantly motivate students to be involved in research activities. Participants unanimously acknowledged skill enhancement, particularly in literature comprehension, creative ideation, and networking. However, challenges such as conflicts with course scheduling, lack of hands-on experiences, and mentorship issues were identified as potential barriers to research participation. Addressing these barriers and understanding motivations can inform the design of research programs, enhancing the overall student research experience. This study underscores the importance of research in medical education, emphasizing the need for institutions to prioritize addressing challenges and leveraging benefits to prepare medical students for a research-integrated clinical future.NEW & NOTEWORTHY This article examines the motivating factors and obstacles of extracurricular research in Alfaisal University, Saudi Arabia. The study utilizes a mixed methodology of online surveys and in-person group interviews to gain insights from the medical students of the university. We revealed several extrinsic and intrinsic motivators that drove the students; however, there remain several challenges to students during their research journey. Addressing these challenges will help the students obtain a more fruitful, educational research experience.

Exploring the Educational Social and Physical Activities Among Health Care Undergraduates - a Cross-Sectional Study Among Saudi Students

BACKGROUND The time spent on diverse social, physical, and educational activities among healthcare undergraduates (HCUs) tremendously impacts their academic and personal lives. Therefore, this study aimed to assess the social, physical, and educational activities among HCUs at King Saud University (KSU) in Riyadh, Saudi Arabia (SA). MATERIAL AND METHODS A cross-sectional, self-prepared, and pre-tested e-questionnaire (electronic questionnaire) based study using a convenience sampling design in a university in SA from August 21 to November 21, 2023 was conducted to assess their various activities outside of classes, using a 16-item e-questionnaire to investigate time spent on social (4 items), physical (3 items), and educational activities (3 items). RESULTS A total of 452 HCUs completed the e-questionnaires, giving a response rate of 92.62%. Of them, 50.45% were females, the median age was 23 years, and 32.08% (n=145) were medical undergraduates. About 57% of the HCUs spent 1-2 h per day on educational activities during the day, while 32.7% of the HCUs spent 2 h per day on social media, and 62.6% spent 3-4 h per day with family. The findings revealed that the 140 females spent significantly more time (1-2 h) reading and writing compared to the 117 male HCUs (P=0.001). Age was found to be associated with time spent on education by HCUs (P=0.001). CONCLUSIONS Our findings among HCUs show that most spend a significant amount of time on educational activities during the day. Undergraduates also spend time with their families and participate in other social activities.

Factors associated with academic performance among medical students at a medical school in South Korea: A retrospective cohort study

Longitudinal research has provided systematic empirical data on the short- and long-term outcomes of admissions policies, curricular innovations, and complex decisions on students' academic progress. This study aimed to investigate the academic performance of medical students and related factors using cohort database collected from a medical school. The study participants included 134 medical students who graduated from Chonnam National University Medical School in 2022. The medical school's cohort database was used to collect data on demographics, admission, academic performance, extracurricular activities, and performance on the National Korean Medical Licensing Examination (KMLE). Participating in club activities had a significant association with medical students' academic advancement delay or leave of absence during the entire course of medical school (P = 0.007). Logistic regression analysis indicated that the nationwide clinical knowledge mock examination during the fourth year of medical school was significantly associated with passing the KMLE (adjusted odds ratio 1.12, 95% confidence interval 1.02-1.22; P = 0.014). Extracurricular school activities (a non-cognitive student attribute) and a wide range of cognitive student attributes captured from the cohort database were associated with medical students' academic performance. In conclusion, this study can reinforce a strong emphasis on the inclusion of cognitive and non-cognitive information in medical school curricula and assessments in order to improve medical education programs and future postgraduate performance.

Publication rate and factors associated with publication of research projects by obstetrics residents in an academic department over 10 years

OBJECTIVES

To determine the publication rate of mandatory research projects conducted by obstetrics residents and to evaluate the publication-associated factors and reported obstacles.

STUDY DESIGN

This retrospective cohort study included all consecutive residents in an academic obstetrics-gynecology department in Paris, France, between 2010 and 2020. All residents were required to conduct a research project. Information about publication was collected by searching PubMed. A closed-ended questions questionnaire was sent to former residents about their characteristics, subsequent professional development, and research project characteristics. Factors associated with publication were identified by univariable and multivariable analysis with logistic regression.

RESULTS

During the study period, 156 residents trained in our obstetrics-gynecology department. The overall publication rate was 30.8% (48/156) and the median time to publication 27 months (IQR, 18-37). The resident was first author in 36 (75.0%) publications. Among the 130 (83.3%) residents who completed the questionnaire, 43 (33%) had published their research project. Overall, 74/130 (60.8%) residents used their project for their mandatory medical thesis. Factors associated with publication in univariable analysis were younger age (median), completion of a PhD, planned career in academic medicine, prospective study design, presentation at a conference or congress and use their project for their medical thesis. The only factors associated with publication in the multivariable analysis were planned career in academic medicine (aOR 5.62 95 %CI[1.84-17.19]) and the prospective study design of the research project (aOR 6.1 95 %CI[1.24-29.56]). The main reasons for nonpublication reported by resident were lack of time and failure to complete the project.

CONCLUSION

Among the mandatory clinical research projects conducted by obstetrics residents over a decade in our department, 30.8% were published. The main factors associated with publication were planned career in academic medicine and a prospective design of the research project.

Extracurricular activities in medical education: an integrative literature review

BACKGROUND

The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students' emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review.

METHODS

An integrative literature review was conducted following Torraco's method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms "extracurricular," "medical," and "students." Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review.

RESULTS

EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences.

CONCLUSIONS

This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

Student engagement in organising extracurricular activities: Does it matter to academic achievement?

This retrospective correlational study aimed to clarify the relationship between student engagement in organising extracurricular activities (ECAs) and academic achievement among pre-clerkship students. Data were from pre-clerkship students who enrolled during the 2012-2016 academic years at the Faculty of Medicine, Chulalongkorn University. Each cohort was followed for three consecutive years from the first to the third year of their 6-year program. The dependent variable was academic achievement, measured by grade point average (GPA). The independent variable was the level of involvement in organising ECAs, divided into breadth and intensity for each type of involvement. The results revealed that academic achievement had a linear correlation with the frequency of organising educational activities (r[1463] = 0.10; p < 0.001) and the frequency of organising community development and volunteering activities (r[1463] = -0.057; p = 0.030). Additionally, academic achievement had a curvilinear relationship with the frequency of organising recreational and miscellaneous activities, with a point of diminishing return at 1 activity per 3 following years. In summary, there were three relationships - positive linear, negative linear, and curvilinear - between academic achievement and student engagement in ECAs, based on the type of activity. Each should be supported in different ways to improve academic achievement.

Compassion and extracurricular activities of Portuguese Health Sciences students in Portugal

BACKGROUND

Compassion, one of the items of empathy, is crucial in health care professions. So, the evaluation of the levels of compassion of Medicine, Dentistry and Pharmaceutical Sciences Master Degrees' (M.D.) students of the public Colleges in Portugal according to the type of Master Degree and the participation in extracurricular activities (E.A.) was a task to be performed.

METHODS

Cross-sectional study in 2020, applying an on-line questionnaire including the "Compassion" items of the Jefferson Medical Empathy Scale - Students' version and questions about the participation in E.A.

RESULTS

A sample of 901 students was studied. Its distribution by participation in E.A. did not differ significantly between M.D. (p = 0,854), most of the students participating in E.A. Using quartile distribution of compassion, the distribution of compassion levels was different among the three I.M. (p < 0.001), between Colleges (p < 0.001), and between curricular years (p < 0.001), with not different between genders (p = 0.036). For 56.4%, 74,6% and 69,5% of the respondents there was "medium-low" and "low" compassion for I.M. in Medicine, Pharmaceutical Sciences and Dentistry. These levels were also more prevalent among students in the 1st and 5th years. Levels of compassion were not different with the participation (p = 0,865), type (p = 0,177) and frequency of E.A. (p = 0,109).

CONCLUSIONS

For their importance in future health care professionals, compassion and their differences found among the M.Ds. of this area deserve future studies. Levels of compassion showed differences between the M.D. studied and academic years of frequency. There was no relationship between the participation, type, and frequency of E.A. and the students' levels of compassion. The distribution of the level of compassion did not vary significantly with participation in E.A. (p = 0.865), with the type of E.A. (p = 0.177), with the frequency of E.A. (p = 0.109) or with the answer to the question "The practice of E.A. can make a person more compassionate?" (p = 0.503).

Assessing publication rates from medical students' mandatory research projects in the Netherlands: a follow-up study of 10 cohorts of medical students

OBJECTIVES

The medical field is facing a clinician-scientist shortage. Medical schools could foster the clinician-scientist workforce by offering students research opportunities. Most medical schools offer elective research programmes. Subsequently, a subset of doctors graduates without any research experience. Mandatory research projects may be more sufficient to develop clinician-scientist, but take more supervision and curricular time. There is limited insight in the scientific outcomes of mandatory research experiences. This study aims to examine publication rates of a mandatory research experience, identify factors associated with publication, and includes postgraduate research engagement.

DESIGN AND SETTING

Prospective follow-up study involving 10 cohorts of medical students' mandatory research projects from Leiden University Medical Center.

PARTICIPANTS

All medical students who conducted their research project between 2008 and 2018 (n=2329) were included.

MAIN OUTCOME MEASURE

Publication rates were defined as peer-reviewed scientific publications, including research papers, reviews, and published meeting abstracts. Postgraduate research engagement was defined as research participation and dissemination of research at scientific conferences or in journals.

RESULTS

In total, 644 (27.7%) of all mandatory research experiences resulted in publication, with students mainly as first (n=984, 42.5%) or second author (n=587, 25.3%) and above world average citation impact (mean normalised journal score 1.29, mean normalised citation score 1.23). Students who conducted their research in an academic centre (adjusted OR 2.82; 95% CI 2.10 to 3.77), extended their research (adjusted OR 1.73; 95% CI 1.35 to 2.20), were involved in an excellency track (adjusted OR 2.08; 95% CI 1.44 to 3.01), or conducted clinical (adjusted OR 2.08; 95% CI 1.15 to 3.74) or laboratory (adjusted OR 2.16; 95% CI 1.16 to 4.01) research published their research more often. Later as junior doctors, this group significantly more often disseminate their research results at scientific conferences (adjusted OR 1.89; 95% CI 1.11 to 3.23) or in journals (adjusted OR 1.98; 95% CI 1.14 to 3.43).

CONCLUSIONS

Our findings suggest that a significant subset of hands-on mandatory research projects with flexible learning pathways result in tangible research output with proper impact and that such successful experiences can be considered as diving board towards a research-oriented career.

Medical Students' Participation in Extracurricular Activities: Motivations, Contributions, and Barriers. A Qualitative Study

INTRODUCTION

Extracurricular activities in medical education are defined as any social, philanthropic, non-mandatory, and unpaid activities. These activities promote interactions between students and the community in ways that both provide care and create learning opportunities and experiences for both students and the community at large. This study elaborates on the motivational aspects, learnings, and barriers that occur when students participate in these activities.

METHODS

This is a cross-sectional study of medical students in their first to fifth years. Qualitative analyses have been used to understand the motivation, barriers, and contributions associated with extracurricular activities participation.

RESULTS

Of the 586 students enrolled in the medical course, 462 students agreed to participate in the research. The students reported that they were motivated to participate in contributing to society, support their professional choices, integrate their knowledge, gain life experience, develop communication and leadership skills, learn to work in a team, and become more responsible, empathetic, and resilient. Barriers to participation were the limited number of available positions, selection criteria, lack of support from those involved, personal issues, poor time management, risk of lowered academic performance, and lack of physical and financial resources.

DISCUSSION

Medical students are motivated to participate in Community-based extracurricular activities (CBEA) and this experience leads to improvement in the curriculum and can develop fundamental skills and attitudes such as leadership, commitment, and responsibility. To maximize the benefits of these activities, schools must support students and ensure that they have the time and chance to participate without physical strain, that were barriers mentioned by the academics.

Using Appreciative Inquiry to explore the effect of COVID-19 on student trust: medical students' perspective

This article was migrated. The article was marked as recommended. Background Students' anxiety due to the COVID-19 pandemic was expressed by some medical students in the form of anger and mistrust. This study aims to explore the reasons for mistrust between students and faculty among medical schools in Egypt that have flared during the pandemic. Methodology This is a three-phase exploratory qualitative study depending on thematic emergence from appreciative interviews (AI) sessions. Phase 1 online Appreciative Inquiry (AI) session followed by thematic content analysis. Phase 2 The themes were approached by a smaller cohort of students using a design that relied mostly on the psychometric free association test. Phase 3 The themes were tested on a larger number of students through an online survey. Results Students are revealed to be very well educated regarding contemporary medical education concepts. The most important factors from the student perspective were the presence of a well-designed assessment system aligned with the learning outcomes and teaching methodologies and the presence of extracurricular activities and soft skills, respectively. A balanced student life respecting their mental health was found important to increase trust. Conclusion A roadmap to enhance the student trust must be planned on several pivots: curriculum structure, extracurricular life, communication strategies, and identifying student roles in their learning and decision-making.

A Cross-Sectional Study of Attitudes and Factors That Promote Medical Student Participation in Professional Medical Societies

PURPOSE

Medical student participation in professional medical societies is an understudied extracurricular activity. The purpose of this study is to assess student characteristics associated with participation and their attitudes toward professional medical societies.

METHODS

A cross-sectional study using a 21-item survey questionnaire was administered to Wisconsin medical students in the fall of 2019. Regression analysis was used to find factors associated with participation.

RESULTS

A total of 308 questionnaire responses were collected with a response rate of 17.4%. Sixty-three percent of respondents participated in a professional medical society, and the most important reasons for participating included professional development, networking, and advocacy. Participation was positively associated with age (OR = 1.16; 95% CI, 1.01 - 1.33); years of medical education (OR = 1.4; 95% CI, 1.18 - 1.69); number of memberships in professional medical societies (OR = 2.02; 95% CI, 1.61 - 2.53); number of extracurricular advocacy events attended outside of professional medical societies (OR = 1.62; 95% CI, 1.17   - 2.23); belief that participation is important for professional development (OR = 1.76; 95% CI, 1.39 - 2.23), patients (OR = 1.51; 95% CI, 1.23 - 1.86), and medical education (OR = 1.43; 95% CI, 1.19 - 1.71); and the desire to participate as a physician (OR = 1.53; 95% CI, 1.25  - 1.88). Participation was negatively associated with male gender (OR = 0.51; 95% CI, 0.27   - 0.95).

CONCLUSIONS

Medical students who participate in professional medical societies believe participation supports their education, their patients, and their professional development. Further study is required to elucidate reasons for nonparticipation.

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

The relevance of participating in structured extracurricular activities (ECA from here onwords) in higher education is increasing. Involvement in these activities helps students develop personal and social skills that positively affect academic and professional training, well-being, and the development of attitudes toward community involvement. This study analyzes the role of social interactions in the perceived benefits of students, who have participated in an ECA in a developing country. Moreover, this research aspires to explore whether students perceive that these interactions positively impact academic training, professional development, and adjustment to the university context, psychological well-being, and development of community involvement attitudes. As a result, 46 in-depth interviews were conducted with 23 students who participated in the experience. 23 in-depth interviews were conducted before the experience and another 23 after it. Data analysis was carried out using the IRaMuTeQ software to conduct a descending hierarchical classification (DHC). This study highlights the value of social interactions in an ECA to increase the motivation of students to improve academic and professional performance, to build shared knowledge with others, and to develop personal and social skills that contribute to the integral development of participants. ECAs help students reflect on their actions and privileges and develop positive attitudes toward themselves and others. This fact is linked to the achievement of high levels of well-being that allow the enhancement of the students' self-esteem. Finally, this experience has allowed volunteers to become aware of other sociocultural realities and to reflect on the possible ways of contributing to the development of a more sustainable society.

Nomograms Predicting Self-Regulated Learning Levels in Chinese Undergraduate Medical Students

Purpose

The purpose of this study was to construct a multi-center cross-sectional study to predict self-regulated learning (SRL) levels of Chinese medical undergraduates.

Methods

We selected medical undergraduates by random sampling from five universities in mainland China. The classical regression methods (logistic regression and Lasso regression) and machine learning model were combined to identify the most significant predictors of SRL levels. Nomograms were built based on multivariable models. The accuracy, discrimination, and generalization of our nomograms were evaluated by the receiver operating characteristic curves (ROC) and the calibration curves and a high quality external validation.

Results

There were 2052 medical undergraduates from five universities in mainland China initially. The nomograms constructed based on the non-overfitting multivariable models were verified by internal validation (C-index: learning motivation: 0.736; learning strategy: 0.744) and external validation (C-index: learning motivation: 0.986; learning strategy: 1.000), showing decent prediction accuracy, discrimination, and generalization.

Conclusion

Comprehensive nomograms constructed in this study were useful and convenient tools to evaluate the SRL levels of undergraduate medical students in China.

The relationship of personal competencies, social adaptation, and job adaptation on job satisfaction

BACKGROUND

Personal competencies are associated with successful job performance. Job satisfaction is directly related to nursing turnover, and is a critical indicator of their performance and quality of patient care. However, little is known about the relationship between personal competencies, social adaptation, and job adaptation on job satisfaction for nurses.

OBJECTIVES

The purpose of this study was to explore the relationship between personal competencies, social adaptation, and job adaptation on job satisfaction for nurses.

DESIGN

This study was conducted with secondary data analysis.

SETTINGS

We targeted nursing alumni in a large university in Taiwan.

PARTICIPANTS

The target population was nursing alumni, and the sample consisted of 280 from the Office of Student Affairs database.

METHODS

Personal competencies, social adaptation, job adaptation, and job satisfaction were measured using a secondary data analysis. Relationships between the variables were analyzed to determine which variable explained the most variance in job satisfaction.

RESULTS

Of the 280 participants, participation of extracurricular activities was reported by 70.4%, and over 22.5% had a leadership role in extracurricular activities. The results demonstrated that nursing alumni with either extracurricular activities involvement or a leadership role had higher level of personal competencies and better job satisfaction. Further, these results showed the number of years in the extracurricular activities (r = 0.174, p = .003), the perceived level of personal competencies (r = 0.341, p = .000), social adaptation (r = 0.411, p = .000) and job adaptation (r = 0.575, p = .000) were positively and significantly correlated with job satisfaction. The job adaptation, the perceived level of personal competencies, and alumni who had a leadership role accounted for 37.1% of variance in job satisfaction.

CONCLUSIONS

Results of this study suggest that job adaptation, personal competencies, and having had a leadership role in extracurricular activities are important concepts to improving nurses' job satisfaction.

Interest and perceived barriers toward careers in academic medicine among medical students at Alfaisal University - College of Medicine: A Saudi Arabian perspective

AIMS

[1] Identify the percentage of undergraduate students who are interested in academic medicine (AM) careers, [2] Explore the relationship between students' characteristics, previous experiences and interest in AM careers and [3] Determine students' perceived barriers toward AM careers at Alfaisal University - College of Medicine.

METHODS

An online, anonymous, random, self-rating survey was administered during spring 2013-2014 to second-year and third-year students (n = 302). Chi-square test was used to correlate between interest in AM careers and students' characteristics. Mann-Whitney U-test was used to compare the mean 5-point Likert scale responses between male and female students.

RESULTS

A total of 231 students participated in the survey (response rate: 76.5%). A total of 32 students (13.9%) expressed interest in AM careers, and this percentage significantly differed by gender, academic year, interest in teaching and research and previous research experiences (p < 0.05). The top three barriers were "lower income" (77.5%), "competing pressures to fulfill clinical-teaching-research duties" (73.6%) and "lack of career advising" (69.7%). As opposed to males, females achieved higher statistically significant differences of means regarding: "competing pressures to fulfill clinical-teaching-research duties" (p < 0.001) and "lack of same-gender role models in AM careers" (p < 0.000).

CONCLUSIONS

AM careers were unpopular by students. Curricular, extracurricular and institutional measures should be implemented to rectify this dilemma.