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1.
BMC Med Educ ; 20(1): 416, 2020 Nov 10.
Artigo em Inglês | MEDLINE | ID: mdl-33167960

RESUMO

BACKGROUND: Croatia has closed all educational institutions after 32 cases of SARS-CoV-2 infection were confirmed and switched to exclusive e-learning. Health sciences university students may have been particularly affected with this change due to a lack of practical education. It is not known how health sciences students and schools have adjusted to exclusive e-learning. This study aimed to explore attitudes and concerns of health sciences students in Croatia regarding the complete switch to e-learning during the COVID-19 pandemic. METHODS: Eligible participants were students from 9 institutions offering university-level health sciences education in Croatia enrolled in the academic year 2019/2010, and participating in e-learning. Data were collected with a questionnaire distributed via email during April/May 2020. RESULTS: A total of 2520 students (aged 25.7 ± 7.7 years) responded to the questionnaire (70.3% response rate). General satisfaction with exclusive e-learning was rated with average grade of 3.7 out of 5. Compared with previous education, exclusive e-learning was rated with average grade of 3.2 out of 5. Compared to classroom learning, equal or higher motivation to attend exclusive e-learning was reported by 64.4% of participants. With a longer duration of exclusive e-learning, equal or higher motivation was reported by 65.5% of participants. Less than half of the students indicated they felt deprived or concerned due to the lack of practical lessons. Most participants indicated that in the future, they would prefer to combine classic classroom and e-learning (N = 1403; 55.7%). CONCLUSIONS: Most health sciences students were satisfied with the exclusive e-learning, as well as their personal and institutional adjustment to it. Students' feedback can help institutions to improve the exclusive e-learning experience for students in the time of the pandemic.


Assuntos
Betacoronavirus , Instrução por Computador , Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação de Graduação em Medicina/organização & administração , Pneumonia Viral/epidemiologia , Estudantes de Medicina/psicologia , Adulto , Atitude , Croácia , Feminino , Humanos , Masculino , Pandemias , Inquéritos e Questionários , Adulto Jovem
3.
BMC Med Educ ; 20(1): 396, 2020 Oct 31.
Artigo em Inglês | MEDLINE | ID: mdl-33129295

RESUMO

BACKGROUND: The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students' educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. METHODS: One hundred sixty-two undergraduate medical students in pediatrics completed the reduced Students' Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. RESULTS: 82% of respondents were highly satisfied with the WVC CBD session's teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003). CONCLUSIONS: WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers' educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação de Graduação em Medicina/métodos , Pneumonia Viral/epidemiologia , Estudantes de Medicina/estatística & dados numéricos , Comunicação por Videoconferência/organização & administração , Betacoronavirus , Humanos , Pandemias , Satisfação Pessoal , Arábia Saudita , Faculdades de Medicina/organização & administração , Estudantes de Medicina/psicologia
4.
BMC Med Educ ; 20(1): 400, 2020 Nov 02.
Artigo em Inglês | MEDLINE | ID: mdl-33138818

RESUMO

BACKGROUND: COVID - 19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression. AIM OF THE WORK: This work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning. METHODS: This qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole. RESULTS: Participants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method. CONCLUSION: In order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.


Assuntos
Competência Clínica , Infecções por Coronavirus/prevenção & controle , Educação a Distância/métodos , Educação a Distância/estatística & dados numéricos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Controle de Doenças Transmissíveis/organização & administração , Estudos Transversais , Currículo , Educação de Graduação em Medicina/organização & administração , Feminino , Humanos , Masculino , Inovação Organizacional , Pandemias/estatística & dados numéricos , Pesquisa Qualitativa , Faculdades de Medicina/organização & administração , Estudantes de Medicina/psicologia
5.
BMC Med Educ ; 20(1): 385, 2020 Oct 27.
Artigo em Inglês | MEDLINE | ID: mdl-33109168

RESUMO

BACKGROUND: The COVID-19 pandemic has been an unprecedented and potentially stressful event that inserted itself into the 2019-2020 Canadian medical curriculum. However, its impact on stress and subsequent professional pathways is not well understood. This study aims to assess the impact of the COVID-19 pandemic on the mental well-being, training, and career choices of Canadian medical clerks within the first three months of the pandemic. It also aims to assess their use of university support systems and their appreciation of potential solutions to common academic stressors. METHODS: An electronic survey composed of four sections: demographics, stressors experienced during the pandemic, World Health Organization (WHO) well-being index, and stress management and resources was distributed to Canadian clerks. RESULTS: Clerks from 10 of the 17 Canadian medical faculties participated in this study (n = 627). Forty-five percent of clerks reported higher levels of stress than usual; 22% reconsidered their residency choice; and 19% reconsidered medicine as a career. The factors that were most stressful among clerks were: the means of return to rotations; decreased opportunities to be productive in view of residency match; and taking the national licensing exam after the beginning of residency. The mean WHO well-being index was 14.8/25 ± 4.5, indicating a poor level of well-being among a considerable proportion of students. Clerks who reconsidered their residency choice or medicine as a career had lower mean WHO well-being indices. Most clerks agreed with the following suggested solutions: training sessions on the clinical management of COVID-19 cases; being allowed to submit fewer reference letters when applying to residency; and having protected time to study for their licensing exam during residency. Overall, clerks were less concerned with being infected during their rotations than with the impact of the pandemic on their future career and residency match. CONCLUSION: The COVID-19 pandemic had a considerable impact on the medical curriculum and well-being of clerks. A number of student-identified solutions were proposed to reduce stress. The implementation of these solutions throughout the Canadian medical training system should be considered.


Assuntos
Escolha da Profissão , Estágio Clínico , Infecções por Coronavirus/epidemiologia , Pandemias , Pneumonia Viral/epidemiologia , Estresse Psicológico , Estudantes de Medicina/psicologia , Adulto , Betacoronavirus , Canadá/epidemiologia , Currículo , Feminino , Humanos , Internato e Residência , Masculino , Adulto Jovem
7.
Int J Occup Environ Med ; 11(4): 196-209, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-33098404

RESUMO

BACKGROUND: Clinical students are at increased risk of exposure to blood-borne pathogens. However, little has been documented about their exposure to blood and body fluids and their knowledge of post-exposure prophylaxis (PEP) in high-HIV burden settings, such as Nigeria. OBJECTIVE: To determine the prevalence and predictors of BBF exposure and knowledge about PEP among medical and allied health students in northern Nigeria. METHODS: In a cross-sectional study, 273 clinical students were asked to complete structured questionnaires. The prevalence of BBF exposure was determined. Binary logistic regression was used to determine the independent predictors of BBF exposure. RESULTS: The majority of the respondents (98.2%) had heard about PEP; 26.0% (n=71) had adequate knowledge about PEP. 76 (27.8%) of the 273 respondents reported accidental exposure to HIV. 230 (84.2%) respondents had positive attitude toward HIV PEP. Of those who had had accidental exposure to HIV (n=76), only 13% (n=10) received PEP. The level of knowledge about PEP was predicted by previous training (aOR 0.43, 95% CI 0.23 to 0.80 ["no" vs "yes"]), year of training (aOR 4.10, 95% CI 1.60 to 10.47 [6th vs 4th year]), course of study (aOR 4.69, 95% CI 2.06 to 10.68 ["allied health" vs "clinical medicine"]) and religion (aOR 5.39, 95% CI 1.40 to 20.71 ["non-Muslim" vs "Muslim"]). Similarly, accidental exposure was independently predicted by respondents' sex (aOR 2.55, 95% CI1.36 to 4.75 ["female" vs "male"]), age (aOR 2.54, 95% CI 1.06 to 6.15 ["25-29" vs "20-24" years]), ethnicity (aOR 2.15, 95% CI1.10 to 5.14 ["others" vs "Hausa/Fulani"]), course of study (aOR 0.06, 95% CI 0.01 to 0.38 ["allied health" vs "clinical medicine"]), and previous PEP training (aOR 0.39, 95% CI 0.20 to 0.78 ["no" vs "yes"]). CONCLUSION: One in four clinical students reported exposure to BBF. Most students expressed a positive attitude toward PEP, but knowledge and uptake of PEP was sub-optimal. We recommend strengthening training curricula for infection control and prevention and enhancing protocols for timely post-exposure evaluation and follow up for all exposure incidents.


Assuntos
Líquidos Corporais/virologia , Conhecimentos, Atitudes e Prática em Saúde , Exposição Ocupacional/prevenção & controle , Adulto , Estudos Transversais , Feminino , Infecções por HIV/prevenção & controle , Humanos , Masculino , Nigéria , Exposição Ocupacional/efeitos adversos , Profilaxia Pós-Exposição/métodos , Prevalência , Estudantes de Medicina/psicologia , Inquéritos e Questionários
8.
J Card Surg ; 35(10): 2539-2542, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-33043661

RESUMO

BACKGROUND: A major difference exists between the rate of females and males entering cardiac surgery (CSx) residency in Canada. The objective of this study was to investigate the concerns and perceived obstacles of medical students with regards to CSx residency training to identify potential modifiable factors. METHODS: A 15-question web-based survey was designed to compare male to female medical students' perceptions with regards to CSx training. The survey was distributed to all 682 medical students at Western University (London, ON, Canada) enrolled during 2018 to 2019 academic year. A total of 153 students (63 males vs 90 females) completed the survey. RESULTS: More females perceived significant levels of difficulties to getting accepted in CSx residency programs (44/63 [63.8%] males vs 77/90 [85.6%] females, P = .03). As for their perception of the most difficult aspect about a career in CSx, more males expressed significant concerns about finding a job after completing the residency training (16/63 [25.3%] males vs 10/90 [11.0%] females, P = .02). A similar proportion of students expressed a strong interest in applying to a CSx residency (12/63 [19.0%] males vs 15/90 [16.7%] females, P = .83). Of these, more males expressed concerns about maintaining a work-life balance (6/12 [50%] males vs 1/15 [6.67%] female, P = .02), and more females expressed fears of not getting matched to CSx residency (3/12 [25%] males vs 11/15 [73.3%] females, P = .02). CONCLUSION: Despite showing a strong interest in completing a residency in CSx, female medical students perceive a significant fear of not getting matched to the speciality, which limits them from applying.


Assuntos
Medo , Identidade de Gênero , Internato e Residência , Candidatura a Emprego , Seleção de Pessoal , Médicas/psicologia , Estudantes de Medicina/psicologia , Cirurgia Torácica/educação , Adulto , Canadá , Feminino , Humanos , Masculino , Inquéritos e Questionários , Adulto Jovem
10.
BMJ Open ; 10(10): e041886, 2020 10 29.
Artigo em Inglês | MEDLINE | ID: mdl-33122327

RESUMO

OBJECTIVES: (1) Understanding the characteristics of online learning experiences of Chinese undergraduate medical students; (2) Investigating students' perceptions of ongoing online education developed in response to COVID-19 and (3) Exploring how prior online learning experiences are associated with students' perceptions. DESIGN: Students' familiarity with online learning modes and corresponding perceived usefulness (PU) according to their previous experiences were investigated using an online survey. The survey also collected data on students' perceptions through their evaluation of and satisfaction with current online learning. SETTING: In response to the educational challenges created by COVID-19, medical schools in China have adopted formal online courses for students. PARTICIPANTS: The questionnaire was sent to 225 329 students, of whom 52.38% (118 080/225 329) replied, with valid data available for 44.18% (99 559/225 329). METHODS: Pearson correlations and t-tests were used to examine the relationship between familiarity and PU. Multiple linear regression and logistic regression analyses were used to determine the impact of prior learning experiences and its interactions with gender, area, learning phase and academic performance on students' perceptions. RESULTS: Students' PU had a significant positive correlation with their familiarity with online learning modes (p<0.01). Students' evaluation of and satisfaction with their current online education were positively associated with their familiarity (ß=0.46, 95% CI 0.45 to 0.48, p<0.01; OR 1.14, 95% CI 1.13 to 1.14, p<0.01) with and PU (ß=3.11, 95% CI 2.92 to 3.30, p<0.01; OR 2.55, 95% CI 2.37 to 2.75, p<0.01) of online learning. Moreover, the higher the students' learning phases, the lower the associations between PU and students' evaluation of and satisfaction with ongoing online education. CONCLUSIONS: Medical students in China have experiences with various online learning modes. Prior learning experiences are positively associated with students' evaluation of and satisfaction with current online education. Higher learning phases, in which clinical practices are crucial, and high academic performance led to lower evaluation and satisfaction scores.


Assuntos
Infecções por Coronavirus , Educação a Distância/métodos , Educação de Graduação em Medicina , Modelos Educacionais , Determinação de Necessidades de Cuidados de Saúde , Pandemias , Pneumonia Viral , Betacoronavirus , China , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação de Graduação em Medicina/organização & administração , Educação de Graduação em Medicina/tendências , Feminino , Humanos , Masculino , Modelos Organizacionais , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Pesquisa Qualitativa , Percepção Social , Estudantes de Medicina/psicologia , Adulto Jovem
11.
Clin Med (Lond) ; 20(6): e244-e247, 2020 11.
Artigo em Inglês | MEDLINE | ID: mdl-33037028

RESUMO

BACKGROUND: Medical students internationally have volunteered and stepped up to support frontline clinical teams during the COVID-19 pandemic. We know very little about the motivation of those volunteering, or their concerns in deploying to a new role. We aim to establish the reasons that medical students volunteered in one Trust and understand to their concerns. METHODS: Structured survey, thematic analysis and categorisation of volunteer student perceptions. RESULTS: Medical students volunteered for broadly four reasons: to make a contribution, to learn, to benefit from remuneration and for an activity during the national lockdown. There were disparate concerns; however, the most common involved availability of personal protective equipment, uncertainty as to expectations and becoming infected. CONCLUSIONS: We must recognise and applaud the motivations of our future workforce who have stepped up to support the NHS at a time of unprecedented demand. The experiences and learning gained during this period will undoubtedly shape their future medical training and careers.


Assuntos
Atitude do Pessoal de Saúde , Infecções por Coronavirus/terapia , Pneumonia Viral/terapia , Estudantes de Medicina/psicologia , Estudantes de Medicina/estatística & dados numéricos , Educação Médica , Inglaterra , Humanos , Motivação , Pandemias , Inquéritos e Questionários , Voluntários
12.
BMC Med Educ ; 20(1): 342, 2020 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-33008374

RESUMO

Worldwide it is being discussed whether medical students might be of help during the present COVID-19 epidemic. Although this question is probably a legitimate one, one should however discuss this thoroughly before deciding whether medical students are to be included in this kind of medical care on a larger scale.Various arguments should be weighted, and potential tasks should be chosen carefully. This period could however be also an opportunity for medical students to learn things they would probably never learn about. Nevertheless, medical students have a deficit concerning knowledge about epidemics, and they are also not really well skilled in many hygiene measures. Furthermore, some of the known medical students' behaviour could be a risk factor for further spread of the virus as well. Then, young adults are at risk of getting infected themselves. Last but not least, medical students in general are under a great deal of pressure from their studies which could lead to the development of anxiety and other mental disorders. One could only speculate on the effects of this epidemic on their further mental well-being. Therefore, medical students participating in direct care of patients with COVID-19 should first be trained well, and then properly supervised at all times. Only then it might be a really useful and exceptional experience, for healthcare, medical schools as well as for society.


Assuntos
Betacoronavirus , Infecções por Coronavirus/terapia , Educação Médica/organização & administração , Conhecimentos, Atitudes e Prática em Saúde , Pneumonia Viral/terapia , Estudantes de Medicina/psicologia , Infecções por Coronavirus/epidemiologia , Humanos , Pandemias , Pneumonia Viral/epidemiologia
13.
Acad Med ; 95(10): 1521-1523, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-33006869

RESUMO

The COVID-19 pandemic is a public health emergency that demands leadership throughout the health care system. Leadership is the ability to guide a team or organization toward a stated goal or objective. In addition to hospital-wide leadership, there is need for leadership at the level of medical teams. Resident leadership is essential to ensure team function and patient care, yet residents are often overlooked as valuable leaders. This Perspective argues that residents can demonstrate leadership during a public health crisis by creating a culture of emotional intelligence in their medical teams. Emotional intelligence has been identified as a critical aspect of leadership and consists of self-awareness, self-management, social awareness, and relationship management. In psychiatry, patient interactions depend upon psychiatrists demonstrating a high level of attention to their own thoughts, feelings, and behaviors as well as those of the patient to communicate in a way that demonstrates both understanding and empathy. In this Perspective, a psychiatry resident uses expertise in emotional intelligence to recommend residents (1) be mindful, (2) ask and listen, (3) establish safety, and (4) unite around a common goal. These practical recommendations can be immediately implemented to increase emotional intelligence on medical teams to improve team function and patient care. Emotional intelligence is valuable at all levels of leadership, so hospital leadership and program directors should also heed these suggestions. While these recommendations are not unique to COVID-19, they are of paramount importance during the pandemic.


Assuntos
Infecções por Coronavirus/psicologia , Inteligência Emocional , Internato e Residência/organização & administração , Liderança , Equipe de Assistência ao Paciente/organização & administração , Pneumonia Viral/psicologia , Estudantes de Medicina/psicologia , Betacoronavirus , Humanos , Pandemias
15.
Niger J Clin Pract ; 23(10): 1462-1469, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-33047707

RESUMO

Background: Educational environment (EE) affects transfer/acquisition of knowledge and skills needed in training medical students. Evaluation of EE by students is paramount to rating the EE of a medical school as well as evaluate effects of interventions. Assessing EE of medical schools is a current global trend. Objectives: : To evaluate EE at the new medical school of the Chukwuemeka Odumegwu Ojukwu University Teaching Hospital Awka, Anambra State, Nigeria; calculate the total and subscale (Dundee Ready Educational Environment Measure) DREEM scores and assess differences in these scores amongst the different classes, age groups, and sexes. Methodology: This was a descriptive cross-sectional study using census survey. We administered DREEM questionnaire to 4th, 5th, and 6th year medical students in the 2018/2019 academic session after ethical approval from Health Research and Ethics Committee (HREC). Data entry and analysis done using SPSS. ANOVA was used for association between level of study, age group, and total DREEM/Subscale scores. Test for association between sex and mean subscale/total score was done using independent sample t-test. P value <0.05 was adjudged significant. Cronbach's alpha for internal consistency was calculated. Results: Of 206 students, 185 filled in the questionnaire. Total DREEM score was 119.66, Students' perception of teachers 26.74, Students' academic self Perception 21.94, Students' Perception of Learning 30.75, Students' Social Self Perception 15.04, Students' Perception of Atmosphere 25.26. Three items scored above 3 while 11 items scored ≤2. Fourth year students significantly scored higher than others for all subscale and total DREEM score. No significant associations between age or gender and subscale or total DREEM scores. Cronbach's alpha for all scores was 0.91. Conclusions: The EE was not excellent but "more positive than negative." Improvements are necessary in all domains of DREEM to ensure better quality of the educational environment.


Assuntos
Educação de Graduação em Medicina , Faculdades de Medicina/organização & administração , Autoimagem , Meio Social , Estudantes de Medicina/psicologia , Adulto , Estudos Transversais , Feminino , Humanos , Aprendizagem , Masculino , Nigéria , Inquéritos e Questionários , Ensino , Universidades
16.
Zhong Nan Da Xue Xue Bao Yi Xue Ban ; 45(6): 649-656, 2020 Jun 28.
Artigo em Inglês, Chinês | MEDLINE | ID: mdl-32879121

RESUMO

OBJECTIVES: To understand medical students' mental health, professional pride, and intention to work in the front-line during coronavirus disease 2019 (COVID-19) pandemic, and provide a reference for psychological intervention. METHODS: We used the depression-anxiety-stress scale and self-designed questionnaire on professional pride, intention to work in the front-line and the extent of family support. Medical students from 4 medical schools in Fujian and Hunan were investigated. Their mental health status, professional pride and first-line work willingness with different characteristics were compared, and the influential factors for professional pride and first-line work willingness were analyzed. RESULTS: A total of 266 valid questionnaires were collected. During the pandemic, there were significant differences in the proportion of depressed students among different college and universities, majors and stages (P<0.05), and the professional pride was significantly different (P<0.001). Medical students with different mental health status showed significant differences in professional pride (P<0.01). Marriage, pressure and extent of family support were the influential factors for their professional pride (P<0.05). The latter two were also influential factors for their intention to work in the front-line (P<0.05). CONCLUSIONS: During the pandemic, students from college and nursing have relatively better mental health and higher professional pride. The professional pride is low in medical students who married, with abnormal stress or low family support. The intention to work in front-line is decreased in students with abnormal stress or low family support.


Assuntos
Infecções por Coronavirus/psicologia , Saúde Mental , Pneumonia Viral/psicologia , Estudantes de Medicina/psicologia , Betacoronavirus , China , Família , Humanos , Intenção , Pandemias , Profissionalismo , Apoio Social , Estresse Psicológico , Inquéritos e Questionários
17.
Psychiatr Danub ; 32(Suppl 1): 130-134, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32890375

RESUMO

Mental health problems are over-represented in doctors and medical students. However, stigma and 'a culture of shame' are formidable barriers to mental health services and consequently many doctors and medical students with mental health difficulties continue to suffer in silence despite the availability of effective treatment. Indeed, a recent study on over 2100 female physicians who met the diagnostic criteria for a mental disorder revealed that 50% were reluctant to seek professional help due to fear of exposure to stigma. Left untreated or undertreated, mental health problems in doctors can result in impairment of occupational functioning, compromise patient safety and place considerable strain on the economy (by increasing the amount of sick leave taken). Moreover, the consequences of mental health stigma in the medical profession can be fatal. Dr Daksha Emson, a psychiatrist with bipolar affective disorder, tragically killed herself and her baby daughter during a psychotic episode. An independent inquiry into Dr Emson's death concluded that she was the victim of stigma in the National Health Service. The mental health of medical students and doctors, in all of its aspects, must therefore be addressed with the urgency that it demands. Stephanie Knaak and colleagues conducted a data synthesis of evaluative studies on anti-stigma programmes for healthcare providers and identified six key ingredients one of which was a personal testimony from a trained speaker who has lived experience of mental illness. In this paper we outline a study protocol with the aim of answering the following research question, 'Does attending an anti-stigma programme comprised of a medic with first-hand experience of a mental health condition cause immediate and sustained reductions in mental health stigma from medical students and doctors towards their peers with mental health difficulties?'


Assuntos
Transtornos Mentais , Saúde Mental , Médicos , Estigma Social , Estudantes de Medicina , Feminino , Humanos , Médicos/psicologia , Medicina Estatal , Estudantes de Medicina/psicologia
18.
Artigo em Inglês | MEDLINE | ID: mdl-32927871

RESUMO

The novel coronavirus disease (COVID-19) pandemic has brought a great deal of pressure for medical students, who typically show elevated anxiety rates. Our aim is to investigate the prevalence of anxiety in medical students during this pandemic. This systematic review and mini meta-analysis has been conducted following the PRISMA guidelines. Two researchers independently searched PubMed on 26 August 2020 for cross-sectional studies on medical students during the COVID-19 outbreak, with no language restrictions applied. We then performed a manual search to detect other potentially eligible investigations. To the 1361 records retrieved in the initial search, 4 more were added by manual search on medRxiv. Finally, eight studies were finally included for qualitative and quantitative analysis, which yielded an estimated prevalence of anxiety of 28% (95% CI: 22-34%), with significant heterogeneity between studies. The prevalence of anxiety in medical students is similar to that prior to the pandemic but correlates with several specific COVID-related stressors. While some preventive and risk factors have been previously identified in a non-pandemic context, knowledge and cognitions on COVID-19 transmission, treatment, prognosis and prevention negatively correlate with anxiety, emerging as a key preventive factor that may provide a rationale for why the levels of anxiety have remained stable in medical students during the pandemic while increasing in their non-medical peers and the general population. Other reasons for the invariability of anxiety rates in this population are discussed. A major limitation of our review is that Chinese students comprised 89% the total sample, which could compromise the external validity of our work.


Assuntos
Ansiedade/epidemiologia , Infecções por Coronavirus/psicologia , Pneumonia Viral/psicologia , Estudantes de Medicina/psicologia , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Estudos Transversais , Humanos , Pandemias , Pneumonia Viral/epidemiologia , Prevalência
20.
PLoS One ; 15(9): e0239444, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32986726

RESUMO

INTRODUCTION: Infection prevention and speaking up on errors are core qualities of health care providers. Heuristic effects (e.g. overconfidence) may impair behavior in daily routine, while speaking up can be inhibited by hierarchical barriers and medical team factors. Aim of this investigation was to determine, how medical students experience these difficulties for hand hygiene in daily routine. METHODS: On the base of prior investigations we developed a questionnaire with 5-point Likert ordinal scaled items and free text entries. This was tested for validity and reliability (Cronbach's Alpha 0.89). Accredited German, Swiss and Austrian universities were contacted and medical students asked to participated in the anonymous online survey. Quantitative statistics used parametric and non-parametric tests and effect size calculations according to Lakens. Qualitative data was coded according to Janesick. RESULTS: 1042 undergraduates of 12 universities participated. All rated their capabilities in hand hygiene and feedback reception higher than those of fellow students, nurses and physicians (p<0.001). Half of the participants rating themselves to be best educated, realized that faulty hand hygiene can be of lethal effect. Findings were independent from age, sex, academic course and university. Speaking-up in case of omitted hand hygiene was rated to be done seldomly and most rare on persons of higher hierarchic levels. Qualitative results of 164 entries showed four main themes: 1) Education methods in hand hygiene are insufficient, 2) Hierarchy barriers impair constructive work place culture 3) Hygiene and feedback are linked to medical ethics and 4) There is no consequence for breaking hygiene rules. DISCUSSION: Although partially limited by the selection bias, this study confirms the overconfidence-effects demonstrated in post-graduates in other settings and different professions. The independence from study progress suggests, that the effect occurs before start of the academic course with need for educational intervention at the very beginning. Qualitative data showed that used methods are insufficient and contradictory work place behavior in hospitals are frustrating. Even 20 years after "To err is human", work place culture still is far away from the desirable.


Assuntos
Cognição , Higiene das Mãos , Idioma , Competência Profissional , Estudantes de Medicina/psicologia , Adolescente , Adulto , Feminino , Humanos , Masculino , Segurança do Paciente , Adulto Jovem
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