Of 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience.
The study participants were 3rd year medical students at Western Sydney University, Australia. The curriculum is a 5-year undergraduate program. The first 2 years comprise of problem based learning in small groups with weekly clinical tutorials in hospital settings. The final 3 years are based on a model of clinical immersion in rural and metropolitan hospitals as well as community based attachments. In the first clinical year (3rd year of the course) there are seven rotations in a year, where each rotation is of a 5-week duration: two medical, two surgical, two community (consisting of community health service and general practice) and one critical care (consisting of emergency department and anaesthetics) attachments.
Mnemonics For Medical Students Pdf 17
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Demographic data such as age, gender and entry status were extracted from student records. Entry status categories included school-leaver students who entered immediately after high school; non school-leaver students who started but have not finished another tertiary degree; graduate students who have completed another tertiary degree; and international students. As part of the T0 questionnaire, students were asked whether they had any prior clinical experience other than the compulsory clinical medicine tutorials during the first 2 years.
Of 118 students who were invited to participate, 94 responses were obtained at T0 (response rate 80%), and 75 responses were obtained at T1 (response rate 64%). Paired, complete responses were obtained from 72 medical students (response rate 61%).
According to the MSLQ, extrinsic goal orientation is defined as the degree to which a student perceives the importance of issues that are not directly related to participating in the task itself [41]. This includes grades, rewards and reputation. Studies from the transitions literature provide an explanation as to why transitioning clerkship students increase in extrinsic motivation, and how this may relate to their gender and first attachment.
In regards to gender, our study found that male students are more likely to develop an increase in extrinsic goal orientation with qualitative studies from the transitions literature supporting our finding [47, 48]. Supervisors may have gender-biased expectations of performance which lead to female medical students receiving less pressure [47].
Our study explored the changes in the SRL of medical students during the transition to immersive clinical learning using a quantitative approach. We found that 10 weeks after transitioning to clinical learning, students significantly increased in extrinsic goal orientation and significantly decreased in metacognitive self-regulation. Factors associated with the increase in extrinsic goal orientation were gender and first clinical attachment, with the style of clinical supervision being a possible explanation for the observed differences between attachments. The sole factor associated with the decrease in metacognitive self-regulation was previous clinical experience. Although a larger study with multiple cohorts from multiple institutions is necessary to improve the generalizability of our findings, our study suggests that future research could further explore the transition to clinical learning through the lens of SDT, as well as interventions to enhance metacognition and thus learning during the transition period.
Methods: In a 90-min DDx workshop, third-year medical students (N = 114) were asked to generate differentials before and after learning each of four MMTs. Differential sizes were compared using a linear mixed-effect model. Students also completed a post-session questionnaire which included a subjective ranking of the MMTs, as well as Likert-scale and free-text sections for course feedback.
A crossover control design was employed, such that for each MMT, there were two assay cases: a Case A and B. At the beginning of the session, the class was evenly divided into left and right sides. For the pre-case, the left completed Case A and the right completed case B. For the post-case, the left side completed Case B, and the right completed case A. This approach made it possible to measure the pre/post change in a specific case, without the biases introduced by students working the same case more than once. The same case-pairs were used for each MMT throughout the study, always in the order enumerated in Table 1.
Differential sizes were determined in two ways. Unscreened differential sizes were assessed as a simple tally of the number of diagnoses a student listed for a given case. For screened differentials, the raw lists were parsed by medical readers (AC, KA, FL), and inapplicable diagnoses were removed.
Our study was constrained by certain limitations. In a yearlong protocol involving 114 students, the study was not sufficiently powered to detect small individual MMT effects; it is certainly possible that the benefit of individual MMTs, other than the Mental CT Scan, would achieve statistical significance in a larger study. Another significant limitation with respect to the assessment of individual MMTs is that each MMT was, in effect, assessed by a single pair of cases. Thus the per-MMT findings, while novel and intriguing, must be regarded as preliminary, pending larger studies focused on specific MMTs.
Also of interest is the question of whether the performance-enhancing effect of the DDx course and its MMTs is durable and persistent. The protocol described herein was not designed to address this question, but we hope to explore the matter in a future study. Informal feedback from fourth-year students and graduates has provided some cautious encouragement for the hypothesis that a formal, MMT-focused DDx course can help students to become better lifelong diagnosticians.
The Institute for Healthy Childhood Weight (IHCW) is recruiting for the pilot round of the Assessment and Evaluation of Pediatric Obesity project. This is the first of two quality improvement (QI) projects for primary care practices, based on the 2023 Clinical Practice Guideline for the Evaluation and Treatment of Pediatric Obesity. This brief (25-week), all-virtual QI collaborative for practice/clinic teams will kick off in early March 2023 and is focused on improving the identification and evaluation of obesity and its comorbidities at well visits and initiating an obesity care plan with patients/families. The IHCW is recruiting primary care practice teams that represent diverse types of practices/clinics (eg, group or solo practices, Community Health Centers/Federally Qualified Health Centers, medical school-affiliated, government, non-government, or non-profit clinics, etc.), patient populations and geographic locations, that are interested in making practice changes to improve the identification and evaluation of obesity and its comorbidities at well visits and initiating an obesity care plan with patients/families. Teams will be selected based on a brief, online application. For more information, refer to the project information packet
A new web page on AAP.org focuses on children with medical complexity. The page includes information on care improvement initiatives and practical clinical resources you can implement in your practice, along with resources for families.
The National Resource Center for Patient/Family-Centered Medical Home (NRC-PFCMH) hosted a FREE 2-part webinar series examining the behavioral and mental health systems of care for children and youth with special health care needs (CYSHCN) and the role of medical home within that system.
Adrenal enzyme deficiencies and their corresponding effects are frequently tested in board exams (USMLE and ABIM). This is a simple memory aid for remembering all the critical steps in the adrenal steroid hormone synthesis pathway. I have used this approach to simplify this daunting pathway for medical students and endocrinology fellows.
* Alternatives to expanding the vital signs are to place tobacco-use status stickers on all patient charts or to indicate tobacco use status using electronic medical records or computer reminder systems.
Here are my favorite and highest yield 31 medical mnemonics you should know in medical school. In medical school, people say weird things. In medical school, people say funny things. I GET PP SMASHED, PLAY TABLE TENNIS INSIDE PLAY TENNIS OUTSIDE, SOAP, SOAP, SOAP.
Is this the most classic medical school mnemonic? I think so. Something in the body generates too much acid, which cannot be answered by looking at sodium, potassium, chloride, and bicarbonate levels. These are possible causes of anion gap metabolic acidosis.
If you get to choose where you sit during class, grab a seat at the front. Studies show that students who sit at the front tend to get higher exam scores (Rennels & Chaudhari, 1988). The average scores of students, depending on where they sat in class, are as follows (Giles, 1982):
Psychologist Kitty Klein has also shown that expressive writing, in the form of journaling, improves memory and learning.[12] Klein explains that such writing allows students to express their negative feelings, which helps them to be less distracted by these feelings.
Omega-3 fatty acids are critical for brain function.[38] One experiment (Yehuda, S. 2005) also found that taking a combination of omega-3 and omega-6 fatty acids reduced test anxiety in students and improved their mental concentration.[39]
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