Pub Date : 2017-01-01DOI: 10.5455/JCME.20170412124640
F. Ngwira, Chuanhua Gu, H. W. Mapoma, Wellman Kondowe
{"title":"The role of academic emotions on medical and allied health students and #8217; motivated self-regulated learning strategies","authors":"F. Ngwira, Chuanhua Gu, H. W. Mapoma, Wellman Kondowe","doi":"10.5455/JCME.20170412124640","DOIUrl":"https://doi.org/10.5455/JCME.20170412124640","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.5455/jcme.20170705091608
K. Royal
Most measurement experts suggest a minimum reliability estimate of .60 to .70 is desirable for routine medical education assessments with low to moderate stakes. The most common recommendation for improving examination reliability is to increase examination length. Unfortunately, adjustments in examination length may result in unpredictable reliability estimation and involve a great deal of trial and error for educators. The Spearman-Brown prophecy formula may help medical educators accurately predict the effects of adding or removing items on reliability estimation, and help educators make immediate improvements to the psychometric quality and functioning of their examinations.
{"title":"Using the Spearman-Brown Prophecy Formula to Improve Medical School Examination Quality","authors":"K. Royal","doi":"10.5455/jcme.20170705091608","DOIUrl":"https://doi.org/10.5455/jcme.20170705091608","url":null,"abstract":"Most measurement experts suggest a minimum reliability estimate of .60 to .70 is desirable for routine medical education assessments with low to moderate stakes. The most common recommendation for improving examination reliability is to increase examination length. Unfortunately, adjustments in examination length may result in unpredictable reliability estimation and involve a great deal of trial and error for educators. The Spearman-Brown prophecy formula may help medical educators accurately predict the effects of adding or removing items on reliability estimation, and help educators make immediate improvements to the psychometric quality and functioning of their examinations.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"51-53"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.5455/jcme.20170612092613
Colin Hamlin, A. Villafranca, E. Jacobsohn
Purpose: Healthy habits have been linked with enhanced learning during medical school, motivating some schools to institute healthy self-care programs for students. This study examined the health habits of medical students in the USA and Canada during OR rotations and compared the results with recommended health guidelines. Methods: The authors created a survey examining markers of a healthy lifestyle. The questions were derived from scientific guidelines and pertained to getting adequate amounts of exercise and sleep, and abstaining from excessive consumption of junk food, caffeine, and alcohol. Several demographic predictor variables were also measured. Results: A total of 543 students completed the survey. The proportions of students meeting recommended health guidelines for each health habit were as follows: alcohol (79.2%), caffeine (51.3%), food (47.6%), sleep (38.2%), and exercise (18.6%). The proportion of students meeting all health guidelines concurrently was 4.1% and the proportion meeting none was 4.8%. Men had a lower risk of poor health habits (odds ratio=0.66 , p=0.018 ) and older students (odds ratio=2.17 , p=0.012) were at a higher risk of having poor health habits. Conclusions: The vast majority of the medical students surveyed were not in compliance with healthy lifestyle guidelines. This research supports the need for healthy self-care programs for medical students and specifically draws attention to the importance of physical activity.
{"title":"Health habits of medical students during operating room rotations","authors":"Colin Hamlin, A. Villafranca, E. Jacobsohn","doi":"10.5455/jcme.20170612092613","DOIUrl":"https://doi.org/10.5455/jcme.20170612092613","url":null,"abstract":"Purpose: Healthy habits have been linked with enhanced learning during medical school, motivating some schools to institute healthy self-care programs for students. This study examined the health habits of medical students in the USA and Canada during OR rotations and compared the results with recommended health guidelines. Methods: The authors created a survey examining markers of a healthy lifestyle. The questions were derived from scientific guidelines and pertained to getting adequate amounts of exercise and sleep, and abstaining from excessive consumption of junk food, caffeine, and alcohol. Several demographic predictor variables were also measured. Results: A total of 543 students completed the survey. The proportions of students meeting recommended health guidelines for each health habit were as follows: alcohol (79.2%), caffeine (51.3%), food (47.6%), sleep (38.2%), and exercise (18.6%). The proportion of students meeting all health guidelines concurrently was 4.1% and the proportion meeting none was 4.8%. Men had a lower risk of poor health habits (odds ratio=0.66 , p=0.018 ) and older students (odds ratio=2.17 , p=0.012) were at a higher risk of having poor health habits. Conclusions: The vast majority of the medical students surveyed were not in compliance with healthy lifestyle guidelines. This research supports the need for healthy self-care programs for medical students and specifically draws attention to the importance of physical activity.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"39-43"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.5455/jcme.20170817091559
S. Rao
The Graduate Medical Regulations formulated by the regulatory body in India aims at preparing the basic medical doctor qualified to be an exemplary citizen by observation of medical ethics and fulfilling social and professional obligations, so as to respond to national aspirations. The present status of the traditional three pillars of medical college namely Patient care, education and research are in dilapidated condition. The fourth pillar of human values is found to be missing in medical education. The path delineated by Medical Council of India for Graduate Medical Education is deviated in this pest infested Medical Colleges in India. A dedicated effort is needed to resurrect the fourth pillar of human values and to restore the once bestowed medical profession
{"title":"Moving wayward: Graduate Medical Education","authors":"S. Rao","doi":"10.5455/jcme.20170817091559","DOIUrl":"https://doi.org/10.5455/jcme.20170817091559","url":null,"abstract":"The Graduate Medical Regulations formulated by the regulatory body in India aims at preparing the basic medical doctor qualified to be an exemplary citizen by observation of medical ethics and fulfilling social and professional obligations, so as to respond to national aspirations. The present status of the traditional three pillars of medical college namely Patient care, education and research are in dilapidated condition. The fourth pillar of human values is found to be missing in medical education. The path delineated by Medical Council of India for Graduate Medical Education is deviated in this pest infested Medical Colleges in India. A dedicated effort is needed to resurrect the fourth pillar of human values and to restore the once bestowed medical profession","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"54-56"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.5455/JCME.20170620103357
Anselm Wong, R. Vohra, A. Creaton, Z. Koutsogiannis, S. Greene
Introduction: GETUP has filled an important void in global education about poisoning management by linking countries with and without toxicology services through videoconferencing and educating primary healthcare doctors and other health professionals. However, timezone incompatibilities among geographically remote sites may mean some parties are unable to attend all videoconferences. Recorded video is one potential solution for asynchronous learning using GETUP case materials, but its utilization has not been adequately defined. We aimed to assess the feasibility of YouTube to disseminate recorded toxicology videoconferences and analyse its usage. Methods: We performed a review of nine recorded videoconferences recorded on Google Hangouts and stored on YouTube from March 2014 to August 2015. YouTube Analytics data were used to measure web traffic and viewer trends. Results: There were 204 views of the nine videoconferences during the study period. The main groups involved in making the recorded conferences included the Austin Toxicology Service, Victoria, Australia; Fresno Toxicology Service, California, USA and the Emergency Department, Suva, Fiji. The majority of views (59%) were by viewers in the 25 to 34 age bracket. Viewers were located in 20 countries over six continents. Thirty-three percent (67 views) were from 18 states in the USA. Devices used to playback these conferences included computer (93%), mobile phone (5.3%), tablet (1%) and unknown (0.7%). Conclusions: Recorded video available over the Internet is feasible method to disseminate toxicology based educational videoconferences around the world and gather important information about how medical professionals tend to consume case-based toxicology educational contents.
{"title":"YouTube is a feasible tool to disseminate educational toxicology videoconferences: The Global Educational Toxicology Uniting Project (GETUP).","authors":"Anselm Wong, R. Vohra, A. Creaton, Z. Koutsogiannis, S. Greene","doi":"10.5455/JCME.20170620103357","DOIUrl":"https://doi.org/10.5455/JCME.20170620103357","url":null,"abstract":"Introduction: GETUP has filled an important void in global education about poisoning management by linking countries with and without toxicology services through videoconferencing and educating primary healthcare doctors and other health professionals. However, timezone incompatibilities among geographically remote sites may mean some parties are unable to attend all videoconferences. Recorded video is one potential solution for asynchronous learning using GETUP case materials, but its utilization has not been adequately defined. We aimed to assess the feasibility of YouTube to disseminate recorded toxicology videoconferences and analyse its usage. Methods: We performed a review of nine recorded videoconferences recorded on Google Hangouts and stored on YouTube from March 2014 to August 2015. YouTube Analytics data were used to measure web traffic and viewer trends. Results: There were 204 views of the nine videoconferences during the study period. The main groups involved in making the recorded conferences included the Austin Toxicology Service, Victoria, Australia; Fresno Toxicology Service, California, USA and the Emergency Department, Suva, Fiji. The majority of views (59%) were by viewers in the 25 to 34 age bracket. Viewers were located in 20 countries over six continents. Thirty-three percent (67 views) were from 18 states in the USA. Devices used to playback these conferences included computer (93%), mobile phone (5.3%), tablet (1%) and unknown (0.7%). Conclusions: Recorded video available over the Internet is feasible method to disseminate toxicology based educational videoconferences around the world and gather important information about how medical professionals tend to consume case-based toxicology educational contents.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"34-38"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.5455/JCME.20170612092633
Jerold Stirling
Objective: Many medical schools in the US are experiencing difficulty maintaining sufficient ambulatory pediatric training sites for their students. The goals of this study were to assess the incentives, rewards, and faculty development opportunities provided for pediatricians serving as community faculty teaching in pediatric clerkships in the US. Methods: A 10 question prospective survey of the membership of the Council on Medical Student Education in Pediatrics incorporated into the organization's 2014 annual survey. Results: Representatives from 92% % (111 /121) of U.S. medical schools responded to the study. Seventy-nine percent of medical schools utilize community faculty to teach pediatrics. Eighty-two percent of respondents were having difficulty recruiting and retaining pediatricians to teach students. Thirty-nine percent of medical schools provided monetary stipends for teaching. Sixty-eight percent of schools provided faculty development for their community faculty. Conclusion: The majority of schools rely on non-monetary incentives to recruit and retain their community faculty. As compared to previous studies, more medical schools are offering financial stipends. Most schools, but not all, offer some form of faculty development training for their community faculty. There is a wide variation in the scope of faculty development training provided to community physicians that teach medical students.
{"title":"An Assessment of Rewards and Faculty Development Opportunities Provided to Pediatric Community Faculty","authors":"Jerold Stirling","doi":"10.5455/JCME.20170612092633","DOIUrl":"https://doi.org/10.5455/JCME.20170612092633","url":null,"abstract":"Objective: Many medical schools in the US are experiencing difficulty maintaining sufficient ambulatory pediatric training sites for their students. The goals of this study were to assess the incentives, rewards, and faculty development opportunities provided for pediatricians serving as community faculty teaching in pediatric clerkships in the US. Methods: A 10 question prospective survey of the membership of the Council on Medical Student Education in Pediatrics incorporated into the organization's 2014 annual survey. Results: Representatives from 92% % (111 /121) of U.S. medical schools responded to the study. Seventy-nine percent of medical schools utilize community faculty to teach pediatrics. Eighty-two percent of respondents were having difficulty recruiting and retaining pediatricians to teach students. Thirty-nine percent of medical schools provided monetary stipends for teaching. Sixty-eight percent of schools provided faculty development for their community faculty. Conclusion: The majority of schools rely on non-monetary incentives to recruit and retain their community faculty. As compared to previous studies, more medical schools are offering financial stipends. Most schools, but not all, offer some form of faculty development training for their community faculty. There is a wide variation in the scope of faculty development training provided to community physicians that teach medical students.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"44-50"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.5455/jcme.20160315115601
Mahdi Yacine Khalfaoui
{"title":"Youtube as an education tool for shoulder arthroscopy: Is it the future? -","authors":"Mahdi Yacine Khalfaoui","doi":"10.5455/jcme.20160315115601","DOIUrl":"https://doi.org/10.5455/jcme.20160315115601","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"13-17"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.5455/JCME.20160614032416
H. Salama, H. Nour-Eldein
Background: Satisfaction is an indirect performance measure to the effectiveness of a curriculum. Faculties which provide professional education should be concerned with students’ satisfaction as an educational process outcomes. Objective 1- to evaluate medical students’ satisfaction with clinical education and factors in the organizational domain that could influence their satisfaction. Objective 2- to evaluate the students’ satisfaction with family medicine module. Methods: This was a cross sectional descriptive analytic study carried out between September and October, 2015. Convenience sampling was used and It included all 136 final year medical students in Suez Canal University. The first questionnaire was used to evaluate the medical students’ satisfaction with clinical education. Student Perception of Module (SPOM) questionnaire with 18 items was used to evaluate the student’s perception of family medicine (FM) module. Results: The study included 136 students and the mean age was 23.5 (0.45) years. Overall satisfaction with clinical education was 86.8%. The majority of study sample (85.3%) was satisfied with outpatient training. Most of the study sample was satisfied with bedside and theoretical training (76.5% & 77.9 %) respectively. Students’ satisfaction with family medicine modules revealed that across 80% of the 18 items, strong satisfaction ranged from 61.8% to 42.6%. Conclusion: Future reevaluation of clinical education in Suez Canal University is recommended with consideration of the variety of diseases and improving instructor experience in bedside teaching. Reviewing FM module is recommended with special concern to make the students look the profession in positive way and to be intellectually more stimulating.
{"title":"Final year medical students’ satisfaction with clinical education and family medicine module. Suez Canal University. Egypt -","authors":"H. Salama, H. Nour-Eldein","doi":"10.5455/JCME.20160614032416","DOIUrl":"https://doi.org/10.5455/JCME.20160614032416","url":null,"abstract":"Background: Satisfaction is an indirect performance measure to the effectiveness of a curriculum. Faculties which provide professional education should be concerned with students’ satisfaction as an educational process outcomes. Objective 1- to evaluate medical students’ satisfaction with clinical education and factors in the organizational domain that could influence their satisfaction. Objective 2- to evaluate the students’ satisfaction with family medicine module. Methods: This was a cross sectional descriptive analytic study carried out between September and October, 2015. Convenience sampling was used and It included all 136 final year medical students in Suez Canal University. The first questionnaire was used to evaluate the medical students’ satisfaction with clinical education. Student Perception of Module (SPOM) questionnaire with 18 items was used to evaluate the student’s perception of family medicine (FM) module. Results: The study included 136 students and the mean age was 23.5 (0.45) years. Overall satisfaction with clinical education was 86.8%. The majority of study sample (85.3%) was satisfied with outpatient training. Most of the study sample was satisfied with bedside and theoretical training (76.5% & 77.9 %) respectively. Students’ satisfaction with family medicine modules revealed that across 80% of the 18 items, strong satisfaction ranged from 61.8% to 42.6%. Conclusion: Future reevaluation of clinical education in Suez Canal University is recommended with consideration of the variety of diseases and improving instructor experience in bedside teaching. Reviewing FM module is recommended with special concern to make the students look the profession in positive way and to be intellectually more stimulating.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"113-119"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.5455/JCME.20170116015415
R. Shahid, Jerold Stirling, W. Adams
Objective The purpose of this study was to determine the baseline emotional intelligence (EI) scores of Pediatric and Med-Peds Residents and to identify components of emotional intelligence that were high or low. Methods Residents from Pediatrics and Med-Peds residency programs at a university-based training program volunteered to complete an online self-report EI survey (EQ-i 2.0) in May 2015. A summary EI score report was generated for each resident by a consulting firm. De-identified score reports were compared between programs and by year of training. Results All pediatric and med-peds residents completed the survey (N=47). The median score for the group as a whole for overall emotional intelligence was higher than the national average and considered to be in the high range (110). The highest median subcomponent scores were in Impulse Control (114) and Empathy (113) and the lowest subcomponent scores were in Independence (101) and Assertiveness (102). No difference was seen between pediatric residents and medicine-pediatric residents in their total EI scores or the various components. Residents in their early years of training (PGY 1-2) compared to later years of training (PGY 3-4) showed significant differences in the component of Assertiveness (100 vs 109, p=0.002) and Empathy (115.5 vs 110, p=0.03). Conclusions As a group, Pediatric and Med-Peds residents scored lowest in areas of independence and assertiveness. While assertiveness scores improved with added years of training, empathy scores decreased. In order to improve the overall level of emotional intelligence of Pediatric and Med-Peds residents, educational interventions should focus on the areas of independence, assertiveness, and empathy.
目的本研究的目的是确定儿科和医学儿科住院医生的情绪智力(EI)基线得分，并确定情绪智力的高或低组成部分。方法2015年5月，来自某大学儿科和医学-儿科住院医师培训项目的住院医师自愿完成一份在线自我报告EI调查(EQ-i 2.0)。一家咨询公司为每位居民生成了一份汇总的EI评分报告。去识别的分数报告在不同的项目和不同的培训年份之间进行了比较。结果所有儿科住院医师均完成调查(N=47)。这群人整体情绪智力的中位数高于全国平均水平，被认为处于高水平(110分)。得分中位数最高的是冲动控制(114分)和共情(113分)，得分中位数最低的是独立(101分)和自信(102分)。儿科住院医师和医学-儿科住院医师在EI总分或各组成部分上没有差异。住院医师在早期培训(PGY 1-2)与后期培训(PGY 3-4)相比，在自信(100 vs 109, p=0.002)和同理心(115.5 vs 110, p=0.03)方面表现出显著差异。作为一个群体，儿科和医学儿科住院医生在独立性和自信方面得分最低。虽然自信得分随着训练年限的增加而提高，但同理心得分却下降了。为了提高儿科和医学儿科住院医师的整体情商水平，教育干预应侧重于独立性、自信和同理心方面。
{"title":"Assessment of Emotional Intelligence in Pediatric and Med-Peds Residents","authors":"R. Shahid, Jerold Stirling, W. Adams","doi":"10.5455/JCME.20170116015415","DOIUrl":"https://doi.org/10.5455/JCME.20170116015415","url":null,"abstract":"Objective The purpose of this study was to determine the baseline emotional intelligence (EI) scores of Pediatric and Med-Peds Residents and to identify components of emotional intelligence that were high or low. Methods Residents from Pediatrics and Med-Peds residency programs at a university-based training program volunteered to complete an online self-report EI survey (EQ-i 2.0) in May 2015. A summary EI score report was generated for each resident by a consulting firm. De-identified score reports were compared between programs and by year of training. Results All pediatric and med-peds residents completed the survey (N=47). The median score for the group as a whole for overall emotional intelligence was higher than the national average and considered to be in the high range (110). The highest median subcomponent scores were in Impulse Control (114) and Empathy (113) and the lowest subcomponent scores were in Independence (101) and Assertiveness (102). No difference was seen between pediatric residents and medicine-pediatric residents in their total EI scores or the various components. Residents in their early years of training (PGY 1-2) compared to later years of training (PGY 3-4) showed significant differences in the component of Assertiveness (100 vs 109, p=0.002) and Empathy (115.5 vs 110, p=0.03). Conclusions As a group, Pediatric and Med-Peds residents scored lowest in areas of independence and assertiveness. While assertiveness scores improved with added years of training, empathy scores decreased. In order to improve the overall level of emotional intelligence of Pediatric and Med-Peds residents, educational interventions should focus on the areas of independence, assertiveness, and empathy.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"129 1","pages":"153-158"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.5455/JCME.20170119025644
M. M. Varma
Background: Medical students throughout the world are subjected to high rates of occupational stressors. Additionally, in the developing world there is a shortage of mental health providers and widespread social stigma of mental disorders, which may prevent individuals suffering from stress induced disorders from getting the treatment they need. Policy changes can have broad impact in helping people cope with occupational stress, potentially preventing mental health issues. Objectives: The current study aimed to examine stress in a group of medical students in India and make policy recommendations based on findings. Methods: The current study adapted a questionnaire and administered it to a sample of medical students in India. Results: Participants reported many somatic and cognitive stress symptoms. A large portion of stress appears to be related to medical school. Conclusions: The large percentage of medical students suffering from stress suggest an acute need for adoption of policies that close the gaps in access to mental, emotional, and behavioral healthcare through appropriate screening tools, referrals, interventions, and support services.
{"title":"Addressing Stress Among Medical Students: Strategies for Optimizing Student Health and Success","authors":"M. M. Varma","doi":"10.5455/JCME.20170119025644","DOIUrl":"https://doi.org/10.5455/JCME.20170119025644","url":null,"abstract":"Background: Medical students throughout the world are subjected to high rates of occupational stressors. Additionally, in the developing world there is a shortage of mental health providers and widespread social stigma of mental disorders, which may prevent individuals suffering from stress induced disorders from getting the treatment they need. Policy changes can have broad impact in helping people cope with occupational stress, potentially preventing mental health issues. Objectives: The current study aimed to examine stress in a group of medical students in India and make policy recommendations based on findings. Methods: The current study adapted a questionnaire and administered it to a sample of medical students in India. Results: Participants reported many somatic and cognitive stress symptoms. A large portion of stress appears to be related to medical school. Conclusions: The large percentage of medical students suffering from stress suggest an acute need for adoption of policies that close the gaps in access to mental, emotional, and behavioral healthcare through appropriate screening tools, referrals, interventions, and support services.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"4 1","pages":"159-164"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：