A dramatic way to teach clinical reasoning and professionalism

Feili, Amin; Kojuri, Javad; Bazrafcan, Leila

doi:10.1111/medu.13691

Cited by 6 publications

(5 citation statements)

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“…Various methods have been described to teach professionalism. [ 6 12 13 14 15 16 ] In this foundation course, a special session was dedicated to the orientation of ethics and professionalism which was savored by them.…”

Section: Discussionmentioning

confidence: 99%

Students’ perceptions on newly designed foundation course at MBBS entry level

Bhatnagar

Oberoi

2022

Industrial Psychiatry Journal

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Background: Selection of students to medical colleges is based on merit of candidate at written entrance examination which does not take care of nonscholastic abilities of the students. Medicine is a profession that requires not only mastery of large body of knowledge and clinical skills but also high standards of professionalism and appropriate attitudes. Methodology: A 1-month long foundation course was conducted for the fresh students admitted to MBBS course at Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair, India. Seventy-four students had joined the course. The course was planned, arranged, and executed by the department of Medical Education Unit. It included six modules. Retrospective pre- and postevaluation was done for knowledge, skill, and attitude. Wilcoxon signed-rank test was used for all pair-wise comparisons. Participants also completed a questionnaire (Likert scale and some open-ended items) about educational quality of sessions and utility of the course. Descriptive statistics and qualitative methods were used for data analysis. Results and Conclusion: Response rate was 100%. Students perceived foundation course as an excellent opportunity to acquire basic knowledge, attitude, and skills required for subsequent phases in MBBS course. This Foundation Course enhanced their orientation to the curriculum and campus, boosted confidence to cope up with the challenging syllabus, helped them develop time and stress management skills, and also sensitized them to achieve the highest standards of morale required to ensure ethical practice.

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Section: Discussionmentioning

confidence: 99%

Students’ perceptions on newly designed foundation course at MBBS entry level

Bhatnagar

Oberoi

2022

Industrial Psychiatry Journal

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“…Esta encuesta pone de manifiesto los gustos, así como los hábitos de consumo de cine y de literatura entre los estudiantes y médicos especialistas de nuestro entorno. El cine y la literatura sin duda tienen un valor en el desarrollo de habilidades narrativas profesionales del médico, formando parte de lo que se ha denominado «currículum oculto» [9][10][11][12] , que, a diferencia de los conocimientos científicos y habilidades clínicas, no se incluyen en los currículos formales de la carrera. El cine como método interactivo de enseñanza permite a los estudiantes reconocer algunas dimensiones de la profesión como la comunicación y la empatía con el paciente, que influyen en la relación médico-paciente, o actitudes frente a la vida o la muerte y la importancia de los cuidados paliativos 9 .…”

Section: Discussionunclassified

Literatura y cine como formación humanística entre estudiantes y médicos en Mallorca

Cifre

Mur

2022

rmc

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Objetivos: conocer las preferencias de cine y literatura de estudiantes de medicina y médicos en ejercicio. Metodología: encuesta entre estudiantes, médicos internos residentes (MIR) y facultativos especialistas de área (FEA) de dos hospitales de Mallorca. Resultados: 217 estudiantes (73,3% mujeres), 70 MIR/FEA jóvenes (71,4% mujeres) y 40 FEA senior (47,6% mujeres). Más del 90% refirieron su afición al cine o lectura. Se observaron diferencias por tipo de películas o libros entre los grupos. Los formatos clásicos fueron seleccionados mayoritariamente: sala de cine 57,9% vs 70% vs 71,4%; libro de papel 93,9% vs 93,4% vs 85,7%. Se observó una asociación positiva entre edad e incremento de consumo de cine y literatura. Conclusiones: los resultados de esta encuesta ponen de manifiesto diferencias etarias en el consumo de cine y literatura aunque este consumo parece más enfocado a la evasión y al entretenimiento.

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“…Furthermore, the multisensory information contained in a story can increase attention and retention and strengthens the schema generated by the brain (38). Feili (2018) mentioned that medical movies persuade active engagement and learning by medical students and increase the learner's curiosity and attention through its realistic medical scenarios, thereby reinforcing the original learning process (39).…”

Section: Discussionmentioning

confidence: 99%

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Ghanbari¹,

Haghani²,

Akbarfahimi³

2019

JMMS

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Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the "General teaching model". "Mentorship" was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner's brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problemoriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation.

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A dramatic way to teach clinical reasoning and professionalism

Cited by 6 publications

References 0 publications

Students’ perceptions on newly designed foundation course at MBBS entry level

Students’ perceptions on newly designed foundation course at MBBS entry level

Literatura y cine como formación humanística entre estudiantes y médicos en Mallorca

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

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