Are graduate entrant medical students better prepared for hospital practice than school entrant medical students?

OBJECTIVE: To assess the preparedness for hospital practice among graduate and school entry medical students at King Saud bin Abdul-Aziz University for Health Sciences (KSAU-HS). METHODS: This cross-sectional study was conducted at KSAU-HS College of Medicine, during the academic year 2016-2017. A validated self-administered questionnaire was used for data collection. Data were analyzed using SPSS version 22, and non-parametric testing was performed. RESULTS: The sample consisted of 312 medical students with 103 (33%) graduate entrants. The comparison of overall preparedness showed that students were best prepared for holistic care with median (Q1-Q3) score of 3 (2.6-3.5). The final year clinical students were significantly better among all of the batches in terms of management (p =0.008). Graduate entry students were significantly more prepared compared to school entry students in all areas except science and holistic care (p = 0.508 and p = 0.582, respectively). Female students were better prepared compared to male students. CONCLUSIONS: This study demonstrated that graduate entrants are more prepared for future careers compared to school entrants. In addition, females showed better preparedness in general compared to males. Although the preclinical students perceived that they were well prepared, the graduating senior most students thought they were not ready to deal with real patients.

Appropriate antibiotic use and antimicrobial resistance: knowledge, attitudes and behaviour of medical students and their needs and preferences for learning.

BACKGROUND: The impact of an appropriate use of antibiotics on the prevention of antimicrobial resistance (AMR) has been demonstrated. Surveys have shown, however, that medical students do not feel sufficiently trained to use antibiotics wisely. The aims of our study were (1) to describe what medical students currently know about appropriate antibiotic use, and (2) to identify students' learning preferences as a basis for developing student-centred teaching modules to convey the basics of AMR prevention. METHODS: We performed an online survey at Charité Universitätsmedizin Berlin and the Julius-Maximilians-University Würzburg on the knowledge, attitudes, and behaviour (KAB) of medical students concerning AMR, antibiotic treatment options, and their perceptions of AMR topics addressed in the medical curriculum. Participants were able to fill out an online questionnaire between December 2019 and February 2020. In addition, we conducted focus group discussions with lecturers and medical students in winter 2019/2020 to identify AMR-related learning needs and preferences. Data were analysed descriptively. RESULTS: Overall, 356 students (response rate 5.1%) participated in the KAB survey. Of these, 192 (54%) strongly agreed that the topic of AMR is relevant to students' clinical practice and 48% (171/355) stated that their future antibiotic prescription behaviour will have an influence on AMR development in their region. Participating students seemed to be interested in the topic of AMR and antibiotic therapy. But even of them, only 46% answered the question about the length of antibiotic use for community-acquired pneumonia correctly and 57% the question about the appropriate use of antibiotics in Staphylococcus aureus infections. Focus group discussions with students (n = 7) and lecturers (n = 9) identified a lack of competence in the responsible use of antibiotics and the prevention of AMR. Respondents stated that the teaching formats and AMR-related content should emphasize clinical applications, interaction with peers/clinicians, and repeated formative feedback from instructors. CONCLUSIONS: Our results show that even medical students who were interested in the AMR problem were not able to use antibiotics appropriately due to gaps in knowledge and a lack of clinical skills. Based on the insights gained in the learning preferences of students and their content priorities, improved student-centred teaching materials should be developed.

Elements of group dynamics that influence learning in small groups in undergraduate students: A scoping review.

BACKGROUND: Learning in small groups is a frequent activity in undergraduate programs to enrich learning, as well as in nursing programs during clinical experiences. Being in a small group adds elements of group dynamics that influence learning. Research into the influence of these elements on learning in small groups is not clear in the literature. This makes it challenging for educators to promote the optimal environment for learning. OBJECTIVE: To explore the literature on elements of group dynamics that influence learning in small groups among undergraduate students. DESIGN AND DATA SOURCES: A scoping review was performed, inspired by the five-stage approach of Arksey and O'Malley and the methodology outlined by the Joanna Briggs Institute. Various databases were used including CINAHL, ERIC, psycINFO, PubMed and Science Direct. REVIEW METHOD: Our research question was: What are the elements of group dynamics that influence learning in small groups among undergraduate students? At least two authors analyzed the relevant studies and data were extracted to describe the elements of group dynamics that influence learning in small groups among undergraduate students. RESULTS: Thirty papers were included in our review. Five elements emerged: engagement, openness, support, quality of communication and style of dominant behavior. CONCLUSIONS: The results suggested the utilization of these elements in establishing a group dynamic favorable for learning in small groups. Since little research has been done into group dynamics in nursing education, it was useful to explore this concept in other disciplines. Further research is needed with a focus on clinical education for nursing students.

Midwifery students' evaluation of team-based academic assignments involving peer-marking.

BACKGROUND: Midwives should be skilled team workers in maternity units and in group practices. Poor teamwork skills are a significant cause of adverse maternity care outcomes. Despite Australian and International regulatory requirements that all midwifery graduates are competent in teamwork, the systematic teaching and assessment of teamwork skills is lacking in higher education. QUESTION: How do midwifery students evaluate participation in team-based academic assignments, which include giving and receiving peer feedback? PARTICIPANTS: First and third year Bachelor of Midwifery students who volunteered (24 of 56 students). METHODS: Participatory Action Research with data collection via anonymous online surveys. KEY FINDINGS: There was general agreement that team based assignments; (i) should have peer-marking, (ii) help clarify what is meant by teamwork, (iii) develop communication skills, (iv) promote student-to-student learning. Third year students strongly agreed that teams: (i) are valuable preparation for teamwork in practice, (ii) help meet Australian midwifery competency 8, and (iii) were enjoyable. The majority of third year students agreed with statements that their teams were effectively coordinated and team members shared responsibility for work equally; first year students strongly disagreed with these statements. Students' qualitative comments substantiated and expanded on these findings. The majority of students valued teacher feedback on well-developed drafts of the team's assignment prior to marking. CONCLUSION: Based on these findings we changed practice and created more clearly structured team-based assignments with specific marking criteria. We are developing supporting lessons to teach specific teamwork skills: together these resources are called "TeamUP". TeamUP should be implemented in all pre-registration Midwifery courses to foster students' teamwork skills and readiness for practice.