Reaching out: medical students leading in local communities

Bannon, Aidan; O'Hare, Niamh; Corr, Michael; Sterling, Margaret; Gormley, Gerard

doi:10.1111/tct.12279

Cited by 3 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are multiple potential reasons for this. The attention of undergraduate medical students to social justice is well reported in the literature [29,30], and curricula on this topic may even be student-driven [31]. Notably, White Coats for Black Lives is a national medical student organization [32], and concepts such as socially-accountable health professional education [33,34] and health systems science [35][36][37][38] seem to be more closely associated with undergraduate medical education.…”

Section: Differences Between Students and Housestaffmentioning

confidence: 99%

Transformative learning of medical trainees during the COVID-19 pandemic: A mixed methods study

et al. 2022

View full text Add to dashboard Cite

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has had a transformative effect on individuals across the world, including those in healthcare. Transformative learning is an educational theory in which an individual's worldview is fundamentally altered through conscious reflection (Cognitive Rational), insights (Extrarational), or social reform (Social Critique). We utilized transformative learning theory to characterize the experiences of medical trainees during the pandemic. MethodsWe used the Transformative Learning Survey in September and October 2020 to evaluate the processes and outcomes of transformative learning in health professions students and housestaff at an academic medical center during the pandemic. We analyzed survey scores for three process domains and four outcome subdomains. We inductively coded the survey's two open-ended questions and performed qualitative and mixed-methods analyses. ResultsThe most prominent TL outcome was Self-Awareness, Acting Differently was intermediate, and Openness and Worldview Shifts were lowest. Cognitive Rational and Social Critique processes were more prominent than Extrarational processes. Students were more likely than housestaff to undergo transformative learning through the Social Critique process (p = 0.025), in particular the sub-processes of Social Action (p = 0.023) and Ideology Critique (p = 0.010). Qualitative analysis via the aggregation of codes identified four responses to the pandemic: negative change, positive change, existential change, or no change. Negative changes (67.7%) were most common, with students reporting more of these changes than housestaff (74.8% vs 53.6%; p < 0.01). Only 8.4% of reported changes could be defined as transformative

show abstract

Section: Differences Between Students and Housestaffmentioning

confidence: 99%

Transformative learning of medical trainees during the COVID-19 pandemic: A mixed methods study

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The exclusion criteria included literature reviews, systematic reviews, meta-analyses and papers that were: not specific to undergraduate medical students, lacking an implemented leadership intervention, not measuring leadership outcomes as a main outcome, not in the English language and/or not in the UK. Several papers were identified that studied perspectives on leadership in medical education,17–19 or reported developing leadership skills as a byproduct of their interventions,20–25 or provided guidance on incorporating leadership in the undergraduate medical curriculum 12 26–28. These papers were excluded from this review but they are valuable resources for further research.…”

Section: Methodsmentioning

confidence: 99%

Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review

Hemmati

Harris

2023

leader

View full text Add to dashboard Cite

BackgroundLeadership is a critical skill required of a doctor and is necessary for clinical and organisational development. Literature suggests that newly qualified doctors are not prepared for the leadership roles and responsibilities that they need to undertake in clinical practice. The opportunities to develop the necessary skillset should be available in undergraduate medical training and throughout a doctor’s professional advancement. Various frameworks and guidance for a core leadership curriculum have been designed, but data on their integration in undergraduate medical education in the UK are minimal.MethodsThis systematic review collates and qualitatively analyses studies that have implemented and evaluated a leadership teaching intervention in undergraduate medical training in the UK.ResultsThere are various approaches to teaching leadership in medical school, differing in mode of delivery and evaluation. Feedback on the interventions revealed that students gained insight into leadership and honed their skills.ConclusionsThe long-term effectiveness of the described leadership interventions in preparing newly qualified doctors cannot be conclusively determined. The implications for future research and practice are also provided in this review.

show abstract

“…When learning occurs outside of classroom, as in the case of community-based medical education, the students are exposed to how real-life medicine is practiced, and each individual undergoes a more personal learning process intertwined with enriching experiences that help in each individual's personal growth and development [4]. This is illustrated in all three aforementioned cases, and their learning is not limited to purely academic work, but also in terms of appreciation of life as reflected in Case 1, learning to sympathize with underserved communities in Singapore as reflected in Case 2.…”

Section: Discussionmentioning

confidence: 99%

Community-based medical education: To each, his own

Mohan¹,

Chia²,

Wong³

2016

MedEdPublish

View full text Add to dashboard Cite

Community-based medical education plays an important part of medical education as learning occurs outside of the four-walled classroom, and exposure to real-life medicine is given. In Singapore, our medical education is progressively geared towards the incorporation of community-based medical education as part of our curriculum, albeit most of the programmes being voluntary. This is an article detailing the experiences of three Singaporean medical students' experiences with three different forms of community-based medical education.

show abstract

Reaching out: medical students leading in local communities

Cited by 3 publications

References 7 publications

Transformative learning of medical trainees during the COVID-19 pandemic: A mixed methods study

Transformative learning of medical trainees during the COVID-19 pandemic: A mixed methods study

Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review

Community-based medical education: To each, his own

Contact Info

Product

Resources

About