Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 27.081
Filtrar
1.
BMJ Open ; 11(9): e050104, 2021 09 02.
Artigo em Inglês | MEDLINE | ID: mdl-34475177

RESUMO

BACKGROUND: An understanding and appreciation of scientific research is a key quality of the modern clinician. Yet the Medical Schools Council has previously reported a reduction in the number of clinicians performing research. To explore the reasons for this difficulty, this multicentre, cross-sectional study aims to determine the medical student involvement and perceptions of research and research-orientated careers. It will additionally identify perceived barriers and incentives to participating in research as a student. METHODS AND ANALYSIS: This cross-sectional study of medical students at UK medical schools recognised by the General Medical Council will be administered using an online questionnaire. This will be disseminated nationally over a 2-month period through collaborative university medical school and student networks. The primary outcome is to determine the extent to which medical students are currently involved in research. Secondary outcomes include identifying the personal and demographic factors involved in incentivising and deterring medical students from becoming involved in research during medical school. This will be achieved using a selection of Likert scale, multiple-choice and free text questions. Ordinal logistic regression analysis will be performed to understand the association between specific factors and student involvement in research. This study will also characterise the proportion of medical students who are currently interested in conducting research in the future. ETHICS AND DISSEMINATION: Ethics approval has been obtained from the Medical Sciences Interdivisional Research Ethics Committee, Oxford, England. The results will be disseminated via publication in a peer-reviewed medical journal and may be presented at local, regional, national and international conferences by medical student collaborators.


Assuntos
Estudantes de Medicina , Atitude , Estudos Transversais , Humanos , Estudos Multicêntricos como Assunto , Faculdades de Medicina , Reino Unido
2.
BMJ Open ; 11(9): e046056, 2021 09 03.
Artigo em Inglês | MEDLINE | ID: mdl-34479932

RESUMO

OBJECTIVE: To measure Differential Attainment (DA) among Scottish medical students and to explore whether attainment gaps increase or decrease during medical school. DESIGN: A retrospective analysis of undergraduate medical student performance on written assessment, measured at the start and end of medical school. SETTING: Four Scottish medical schools (universities of Aberdeen, Dundee, Edinburgh and Glasgow). PARTICIPANTS: 1512 medical students who attempted (but did not necessarily pass) final written assessment. MAIN OUTCOME MEASURES: The study modelled the change in attainment gap during medical school for four student demographical categories (white/non-white, international/Scottish domiciled, male/female and with/without a known disability) to test whether the attainment gap grew, shrank or remained stable during medical school. Separately, the study modelled the expected versus actual frequency of different demographical groups in the top and bottom decile of the cohort. RESULTS: The attainment gap grew significantly for white versus non-white students (t(449.39)=7.37, p=0.001, d=0.49 and 95% CI 0.34 to 0.58), for internationally domiciled versus Scottish-domiciled students (t(205.8) = -7, p=0.01, d=0.61 and 95% CI -0.75 to -0.42) and for male versus female students (t(1336.68)=3.54, p=0.01, d=0.19 and 95% CI 0.08 to 0.27). International, non-white and male students received higher marks than their comparison group at the start of medical school but lower marks by final assessment. No significant differences were observed for disability status. Students with a known disability, Scottish students and non-white students were over-represented in the bottom decile and under-represented in the top decile. CONCLUSIONS: The tendency for attainment gaps to grow during undergraduate medical education suggests that educational factors at medical schools may-however inadvertently-contribute to DA. It is of critical importance that medical schools investigate attainment gaps within their cohorts and explore potential underlying causes.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Feminino , Humanos , Masculino , Estudos Retrospectivos , Faculdades de Medicina , Escócia
3.
Rev Med Chil ; 149(4): 598-601, 2021 Apr.
Artigo em Espanhol | MEDLINE | ID: mdl-34479348

RESUMO

Alejandro Goic, M.D., son of Croatian immigrants, graduated as M.D. in 1955, studying at the Catholic University of Chile Medical School. After a residency in internal medicine, he followed post graduate studies in psychosomatic medicine at the University of Oklahoma and in gastroenterology at Harvard University. Upon his return to Chile he had a brilliant career as clinician and medical educator, becoming a leader and advisor in medical education, clinical ethics and public health. Elected Dean of the University of Chile School of Medicine (1986-1994), he promoted important changes in undergraduate studies as well as in Magister and PhD programs in Biomedical Sciences. During the difficult years of the military government intervention in Chilean universities, he was one of the leaders of critical opposition. In parallel he was chief editor of Revista Médica de Chile (1976-1996), improving the editorial process according to the recommendations of ICMJE and WAME. In 1989 he was elected member of the Chilean Academy of Medicine and became its President (2000-2010). He was awarded honors and membership in prominent national and foreign institutions. In 2006 he received the National Prize in Medicine, the highest medical distinction in Chile. His wise thinking and enthusiasm gave origin to several books that have become classics in Medicine and Medical Education, permeating our institutions.


Assuntos
Distinções e Prêmios , Educação Médica , Chile , História do Século XX , Humanos , Medicina Interna , Faculdades de Medicina , Universidades
4.
Rev Med Chil ; 149(4): 617-625, 2021 Apr.
Artigo em Espanhol | MEDLINE | ID: mdl-34479350

RESUMO

BACKGROUND: Alarms about mistreatment in medical education have been raised for almost 30 years. AIM: To describe the frequency of abuse reports among medical students at a university in Chile, investigating their association with age, sex, and educational level. MATERIAL AND METHODS: The Mistreatment by Teachers Questionnaire was applied to 264 first to seventh year medical students (54% males). An exploratory factorial analysis of the instrument was performed, a descriptive analysis was made and its relationship with age, sex and level of training were evaluated. RESULTS: Ninety eight percent of respondents reported having been mistreated at least once. Mistreatment was grouped into three factors with a confidence ranging between α = 0.79 and 0.93, namely demoralization, deregulated demands and physical aggression. The first two were associated with age and level of education. There were no differences by sex. CONCLUSIONS: Mistreatment is common in undergraduate medical education, as it has been found in other universities around the world.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Feminino , Humanos , Masculino , Percepção , Faculdades de Medicina , Comportamento Social , Inquéritos e Questionários
5.
Clin Med (Lond) ; 21(5): e522-e525, 2021 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-34507937

RESUMO

The foundation programme is a 2-year training programme for newly qualified doctors and aims to bridge the gap between medical school and specialty training. The pandemic led to some major disruptions to foundation training. As foundation trainees, we encountered new challenges: there were reduced learning opportunities and our future paths became uncertain with changes to specialty training applications and membership exams. However, it is said that every crisis creates new opportunities and is a test of our resilience and innovativeness. There was the adoption of novel teaching methods, new research opportunities, increased importance given to teamwork and support for our wellbeing and mental health. We learnt lessons from this crisis that we should take forward to improve foundation training for the future.


Assuntos
COVID-19 , Médicos , Atitude do Pessoal de Saúde , Escolha da Profissão , Humanos , Pandemias , SARS-CoV-2 , Faculdades de Medicina
6.
Pediatr Dent ; 43(4): 258-261, 2021 Jul 15.
Artigo em Inglês | MEDLINE | ID: mdl-34467839

RESUMO

Purpose: The purpose of this study was to assess changes in medical student knowledge, skills, and beliefs in oral health after participating in an oral health curriculum that included an online learning module, shadowing pediatric dental residents, and applying fluoride varnish. Methods: Third-year medical students completed a precurriculum questionnaire. After completing the online module and clinical experience, students completed a postcurriculum questionnaire. Data were analyzed via descriptive statistics, and outcomes were assessed. Results: There was an improvement in knowledge and oral health-related skills questions postcurriculum. All questions on beliefs toward oral health showed a more agreeable response following the oral health curriculum. Conclusion: Interprofessional collaboration and oral health curriculum integration lead to positively changing the knowledge, attitudes, and skills of medical students.


Assuntos
Educação à Distância , Saúde Bucal , Pediatria/educação , Currículo , Humanos , Faculdades de Medicina
7.
Nihon Yakurigaku Zasshi ; 156(5): 259-264, 2021.
Artigo em Japonês | MEDLINE | ID: mdl-34470927

RESUMO

The use of animals for scientific purposes is still a subject of debate. The current regulatory position in most western countries allows regulated animal use to occur because of the perceived benefits in generating new knowledge. The use of animals for scientific purposes engenders a wide range of ethical perspectives, with some people looking for the complete termination of animal use, and others strongly support their continued use. Although regulatory systems vary from country to country, in most jurisdictions, research and teaching institutions are required to ensure that staff and students using animals for scientific purposes are appropriately trained, that animals are well cared for, and that the ethical review process for projects is robust. In the curriculum of the Kochi Medical School, it is mandatory for all medical students to perform laboratory exercises in the class of Pharmacology. For the purpose of this experimental class it is common to use small animals in these exercises. However, in recent years in many countries, alternative methods to replace the use of small animals have been introduced. Such methods are experiment simulations with the use of computers and they have been used in some medical schools. In this manuscript, I will make an introduction on how we perform pharmacological laboratory exercises with the use of small animals in Kochi Medical School. Additionally, I would like to discuss the necessity of the use of small animals in exercises as part of the training of medical students.


Assuntos
Educação Médica , Estudantes de Medicina , Animais , Currículo , Humanos , Faculdades de Medicina , Universidades
8.
JNMA J Nepal Med Assoc ; 59(236): 425-428, 2021 Apr 30.
Artigo em Inglês | MEDLINE | ID: mdl-34508525

RESUMO

Studying medicine is tough. The saying: It is hard to enter medical school but easier later is a myth. All the semesters and years have their trials and tribulations but the final year is known among students to be a terror. Here we share our experience of the final year hoping it could give insight to the medical students about what to expect in the ultimate year and prepare themselves mentally as well as academically beforehand.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Humanos , Faculdades de Medicina
9.
Afr J Prim Health Care Fam Med ; 13(1): e1-e3, 2021 Aug 16.
Artigo em Inglês | MEDLINE | ID: mdl-34476977

RESUMO

In Morocco, family medicine does not exist, and it is general medicine that plays the role of family medicine and is also first line medicine and primary care. The current medical school curriculum is not fully in harmony with the real health needs of the population. We questioned 6th and 7th year students about the pertinence of two rotations in general medicine, that is, in a health centre and a private practice, via an anonymous questionnaire disseminated online in June 2020. A total of 266 responses were collected. Out of these, 41.5% of responses were enrolled in 6th year, versus 58.5% in 7th year. Then, 59.1% of students were females. In addition, 84.8% of them declared their intention to pursue a career in a medical specialty, whereas only 15.2% of them were interested in a career as a general practitioner. Notably, 67.4%, 26.5% and 6.1%, respectively, thought that general medicine was very undervalued, a little undervalued and not undervalued. It should be noted that 3.8%, 44.1% and 52.1%, respectively, were interested, somewhat interested and not at all interested in family medicine as a specialty if it was implemented. To that end, various actions need to be undertaken, including the introduction of quality teaching in the 6th and 7th years of medical studies, focused on the development of the knowledge and skills required, the strengthening of pre-existing practical training periods in public health and the introduction of a rotation in private practices of general medicine.


Assuntos
Estudantes de Medicina , Escolha da Profissão , Medicina de Família e Comunidade/educação , Feminino , Humanos , Marrocos , Faculdades de Medicina , Inquéritos e Questionários
10.
BMC Psychiatry ; 21(1): 444, 2021 09 08.
Artigo em Inglês | MEDLINE | ID: mdl-34496834

RESUMO

BACKGROUND: Little data exists regarding depression and its associated factors in medical residents and doctors in Sub-Saharan Africa. Residents are at high risk of developing depression owing to the stressful nature of their medical practice and academic training. Depression in medical residents leads to decreased clinical efficiency, and poor academic performance; it can also lead to substance abuse and suicide. Our primary aim was to measure depression prevalence among medical residents in Kenya's largest national teaching and referral hospital. Secondary aims were to describe how depression was associated with perceived stress, perceived social support, substance use, and educational environment. METHODS: We sampled 338 residents belonging to 8 different specialties using self administered questionnaires in this cross-sectional survey between October 2019 and February 2020. Questionnaires included: sociodemographics, the Centres for Epidemiology Depression Scale - Revised, Perceived Stress Scale, Multidimensional Scale of Perceived Social Support, Alcohol, Smoking and Substance Involvement Screening Test, and Postgraduate Hospital Educational Environment Measure. Bivariate and multivariate linear regression were used to assess for risk factors for depression. RESULTS: Mean participant age was 31.8 years and 53.4% were males. Most residents (70.4%) reported no to mild depressive symptoms, 12.7% had moderate, and 16.9% had severe depressive symptoms. Most residents had high social support (71.8%) and moderate stress (61.6%). The educational environment was rated as more positive than negative by 46.3% of residents. Bivariate analyses revealed significant correlations between depressive symptoms, perceived stress, substance use, perceived social support, and educational environment. Multivariate analysis showed that depression was strongly associated with: fewer hours of sleep (ß = - 0.683, p = 0.002), high perceived stress (ß = 0.709, p < 0.001) and low perceived social support (ß = - 2.19, p < 0.001). CONCLUSIONS: Only 30% of medical residents in our study had moderate and severe depressive symptoms. Most residents in our study reported high levels of social support, and moderate levels of stress. Though their overall appraisal of medical residency experience was positive, mental health support and self-care skills in the training of medical professionals needs prioritization.


Assuntos
Internato e Residência , Transtornos Relacionados ao Uso de Substâncias , Adulto , Estudos Transversais , Depressão/epidemiologia , Humanos , Quênia/epidemiologia , Masculino , Fatores de Risco , Faculdades de Medicina , Apoio Social , Estresse Psicológico/epidemiologia , Transtornos Relacionados ao Uso de Substâncias/epidemiologia , Inquéritos e Questionários
11.
Lakartidningen ; 1182021 Aug 25.
Artigo em Sueco | MEDLINE | ID: mdl-34498241

RESUMO

The process of acquiring prescribing skills starts in medical school, and recent research highlights that educational efforts are needed to make students sufficiently prepared for this professional task. In this study, we explored and quantified aspects that medical students find important during medical school to develop basic prescribing skills. Written text from 75 final-year students (median age: 25 years, 59% female) formed the data. At the end of an anonymous and voluntary test in clinical pharmacology and therapeutics, the students provided (i) information regarding key elements in medical school that had prepared them for prescribing and (ii) suggestions for facilitating their learning of pharmacotherapy. In a manifest content analysis, five themes emerged: workplace-based learning under supervision and taking responsibility for patients; theoretical knowledge base for prescribing; writing prescriptions and helpful resources; varied teaching methods with specific examinations; and continuity, repetition, and progression. The quantitative analysis revealed that workplace-based learning was the most frequently recurring key element for the learning process, and case seminars a preferred pedagogic format. Most suggestions to facilitate learning concerned the category pharmacotherapeutics theory. Categories of the theme continuity, repetition, and progression, as opposed to other themes, encompassed no key elements but only suggestions to facilitate learning. These themes and categories, summarising aspects that medical students find important in the process of acquiring basic prescribing skills essential for their professional life, could form a basis for further developments of pharmacotherapy in medical school.


Assuntos
Educação de Graduação em Medicina , Farmacologia Clínica , Estudantes de Medicina , Adulto , Competência Clínica , Escolaridade , Feminino , Humanos , Aprendizagem , Masculino , Farmacologia Clínica/educação , Faculdades de Medicina
12.
Adv Physiol Educ ; 45(4): 661-669, 2021 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-34498933

RESUMO

Students' preferences and engagement with online educational resources and activities are crucial for academic success in the context of online medical education. This study investigated the preferences of Chinese medical students regarding the teaching strategies used by instructors and their relationship with course difficulty level, student's academic performance, and perceived effectiveness. Survey data (n = 375) were collected from the medical students from one of the largest medical schools in Southern China during the spring semester of 2020. First, exploratory factor analysis demonstrated that there were three latent factors behind online teaching strategies, including teacher-led instructional strategies, supervised and monitored learning strategies, and self-directed learning strategies. Instructional activities under teacher supervision and monitoring received the highest rating while teacher-led strategies received the lowest ratings. Second, the popularity of the three online instructional strategies we have identified was positively associated with students' perceived effectiveness of online teaching and their self-reported academic performance. Third, analysis of the quantified answers to the open-ended question reported a positive association between the perceived difficulty level of the courses and students' preference of teacher-led strategies. It also manifested a positive correlation between perceived effectiveness level of the online teaching and the use of self-directed learning strategies before their online lectures. Further implications of the findings are fully discussed.


Assuntos
Educação à Distância , Educação de Graduação em Medicina , Estudantes de Medicina , Humanos , Aprendizagem , Faculdades de Medicina
13.
Adv Physiol Educ ; 45(4): 709-714, 2021 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-34498934

RESUMO

The COVID-19 pandemic and the resulting "lockdown" have forced many medical schools to shift from traditional "face-to-face" teaching methodologies and embrace full online delivery. Although lectures and tutorials are readily communicated by this approach, the execution of laboratory exercises is much more difficult. To overcome these challenges, face-to-face laboratory sessions were replaced by a blended learning approach in which students were provided instructional material online and then required to conduct the laboratory exercises at home. These laboratory exercises made use of easily accessible household materials and mobile applications. A self-report survey was designed to assess students' perception of their learning experience and attitudes to the home-based laboratory exercises. The survey consisted of 16 questions that students had to respond to using a 5-point Likert scale. Students were also allowed to provide open responses to select questions. Overall, the 80% of students that completed the survey expressed strong satisfaction with their learning experience and were enthusiastic toward home-based laboratory exercises. However, concerns about not being able to complete particular face-to-face exercises that required specialized equipment were expressed. Several students proposed a combined approach going forward. Our results show that home-based laboratory exercises offer a multimodal option that enriches the learning curriculum by engaging students in "hands-on" bespoke practicals using inexpensive household materials.


Assuntos
COVID-19 , Educação à Distância , Estudantes de Medicina , Humanos , Pandemias , SARS-CoV-2 , Faculdades de Medicina
16.
BMC Med Educ ; 21(1): 435, 2021 Aug 18.
Artigo em Inglês | MEDLINE | ID: mdl-34407817

RESUMO

BACKGROUND: Women's health (WH) includes a broad array of concerns and challenges that affect health across the lifespan. Considerable research shows that women continue to experience disparities in access to and quality of care. Apart from surveys of medical trainees and faculty, little research and none in Canada examined medical curriculum for WH. This study assessed how Canadian medical schools integrate WH in their curriculum. METHODS: We used deductive and summative content analysis to describe instances and the nature of WH topics in program and course descriptions that were publicly-available on web sites of Canadian medical schools. We reported results using summary statistics and text examples. We employed a framework, tested in our prior research, that included mention of women's health principles and practices relevant to any health concern or condition including factors (e.g. sex, gender, social determinants) that influence health, and access to or quality of care. RESULTS: We retrieved 1459 documents from 16 medical schools (median 49.5, range 16 to 301). Few mentioned WH (125, 8.6 %), and the quantity of mentions varied by school (range 0.0-37.5 %). Pre-clerkship course documents more frequently mentioned WH (61/374, 17.3 %, chi square 43.2, p < 0.00001) compared with clerkship course documents (58/1067, 5.4 %). Core course documents more frequently mentioned WH (72/542, 13.3 %, chi square 29.0, p < 0.00001) compared with elective course documents WH (47/899, 5.2 %). Overall, documents more frequently referred to the WH domain of social determinants of health (88, 70.4 %). Few documents addressed women's health (21, 16.8 %), sex or gender (19, 15.2 %), other considerations (15.2 %) or principles/components of women's health (2, 1.6 %). Most documents that mentioned WH provided little detail about what those concepts referred to or how to optimize WH. CONCLUSIONS: Based on program and course descriptions, WH may not be well-integrated at Canadian medical schools, and future physicians may not be consistently exposed to the full breadth of WH. This reveals opportunities for enhancing WH in the medical curriculum. Future research is needed to engage stakeholders including women in developing, implementing and evaluating competencies and corresponding curriculum that reflect the full range of WH concepts and practices.


Assuntos
Faculdades de Medicina , Estudantes de Medicina , Canadá , Currículo , Feminino , Humanos , Saúde da Mulher
17.
BMJ Open ; 11(8): e046615, 2021 08 16.
Artigo em Inglês | MEDLINE | ID: mdl-34400449

RESUMO

BACKGROUND: Identifying predictors of success in postgraduate examinations can help guide the career choices of medical students and may aid early identification of trainees requiring extra support to progress in specialty training. We assessed whether performance on the educational performance measurement (EPM) and situational judgement test (SJT) used for selection into foundation training predicted success at the Membership of the Royal College of Surgeons (MRCS) examination. METHODS: This was a longitudinal, cohort study using data from the UK Medical Education Database (https://www.ukmed.ac.uk). UK medical graduates who had attempted Part A (n=2585) and Part B (n=755) of the MRCS between 2014 and 2017 were included. χ2 and independent t-tests were used to examine the relationship between medical school performance and sociodemographic factors with first-attempt success at MRCS Part A and B. Multivariate logistic regression was employed to identify independent predictors of MRCS performance. RESULTS: The odds of passing MRCS increased by 55% for Part A (OR 1.55 (95% CI 1.48 to 1.61)) and 23% for Part B (1.23 (1.14 to 1.32)) for every additional EPM decile point gained. For every point awarded for additional degrees in the EPM, candidates were 20% more likely to pass MRCS Part A (1.20 (1.13 to 1.29)) and 17% more likely to pass Part B (1.17 (1.04 to 1.33)). For every point awarded for publications in the EPM, candidates were 14% more likely to pass MRCS Part A (1.14 (1.01 to 1.28)). SJT score was not a statistically significant independent predictor of MRCS success. CONCLUSION: This study has demonstrated the EPM's independent predictive power and found that medical school performance deciles are the most significant measure of predicting later success in the MRCS. These findings can be used by medical schools, training boards and workforce planners to inform evidence-based and contemporary selection and assessment strategies.


Assuntos
Faculdades de Medicina , Cirurgiões , Competência Clínica , Estudos de Coortes , Humanos , Estudos Retrospectivos
18.
S D Med ; 74(9): 408-412, 2021 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-34461679

RESUMO

INTRODUCTION: American Indians are burdened with a myriad of health disparities. As South Dakota's largest minority population, increasing medical students' experiences with the healthcare of American Indians can play a significant role in helping to alleviate American Indians' health disparities as these future physicians will be better able to predict, detect, and treat the health care needs of this population. METHODS: Survey data from 103 medical students at the University of South Dakota Sanford School of Medicine (SSOM) was collected and analyzed. Demographic information and perceived levels of being informed about American Indians and populations on reservations were collected. Furthermore, medical students' insights on how the SSOM can improve its students' educational experiences with American Indian populations were also collected. RESULTS: Compared to their perceived knowledge of American Indians prior to beginning medical school (26.2 percent), responding medical students believe they became more informed regarding American Indians (61.2 percent) as they progressed through medical school. Fifty-one of the 64 students (80 percent) who answered the open-ended question noted that their medical training would benefit from increased opportunities (including required) with American Indian people, culture, and reservation-based communities. CONCLUSION: There is a desire amongst medical students to increase and require more cultural information and clinical experiences with American Indian people and populations on reservations. Future research is needed to obtain medical student feedback on the newly implemented curriculum and elective opportunities.


Assuntos
Índios Norte-Americanos , Estudantes de Medicina , Nativos Estadunidenses , Currículo , Humanos , Percepção , Faculdades de Medicina
20.
Med Educ Online ; 26(1): 1972762, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34459363

RESUMO

Uncertainty abounds in the clinical environment. Medical students, however, are not explicitly prepared for situations of uncertainty in clinical practice, which can cause anxiety and impact well-being. To address this gap, we sought to capture how students felt in various clinical scenarios and identify programs they found helpful as they worked through uncertainty in their clerkships to better inform curriculum that prepares them to acknowledge and navigate this uncertainty. This is an observational cross-sectional study of third-year medical students surveyed at the end of core clerkships. The survey consisted of the General Self-Efficacy (GSE) Scale and Intolerance of Uncertainty Scale (IUS). Items asked students to rate preparedness, confidence, and comfort with uncertainty in clinical practice. Items on curricular programs asked students to identify training that prepared them for uncertainty in clerkships, and examined correlations with specific clinical practice uncertainty domains (CPUDs). Spearman's rank-order correlation, Chi-Square, and ANOVA were used to analyze quantitative data. Open responses were analyzed using Braun and Clarke's Framework. Response rate was 98.9% (287/290). GSE was inversely correlated with IUS (p < 0.001). GSE was positively correlated with all CPUDs (p < 0.005). IUS had an inverse correlation with all CPUDs (p < 0.005). Pedagogies with statistically-significant relationships with preparing students for uncertainty, communicating and building relationships with patients during times of uncertainty, and overall well-being included: team debriefs, role plays, case- and team-based learning, story slams, and sharing narratives with peers and faculty (p < 0.05). Qualitatively, students appreciated storytelling, role-modeling of communication strategies, debriefing, and simulations. Strategically immersing specific educational formats into formal curriculum may help cultivate skills needed to prepare students for uncertainty. Clinical debriefs, interprofessional role plays, simulations, communications skills training, instructor emotional vulnerability, storytelling, and peer-to-peer conversations may have the most impact. Further study is required to evaluate their longitudinal impact.


Assuntos
Estágio Clínico , Faculdades de Medicina , Competência Clínica , Estudos Transversais , Currículo , Humanos , Incerteza
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...