No abstract available.
Education, Medical, Undergraduate

No abstract available.
Education, Medical, Undergraduate* ; Licensure*

No abstract available.
Education, Medical, Undergraduate* ; Humans ; Twins*

Introduction: The COVID-19 pandemic forced educational institutions to adapt to a full online learning environment. Medical schools in particular were disrupted by this shift since the majority of the learning objectives, skills, and necessary competencies are learned through classroom and hospital face-to-face activities. Objective: The purpose of this paper is to describe the experiences of a medical school in the country as it navigated the sudden shift to full online learning vis-à-vis a framework on the barriers and solutions to online learning. Method: This is a descriptive paper written from the perspective and observations of an administrator who participated in crafting the immediate response of the school to the sudden shift to online delivery and who worked with the stakeholders of the Ateneo School of Medicine and Public Health (ASMPH). Results: To address concerns on time, skills and infrastructure, the school reprioritized its learning objectives for the remainder of the school year. It conducted in-service sessions for faculty while also immediately setting up a learning management system and a technical support team that was available on demand. Strategies employed included a deliberate switch to asynchronous learning, curation of content and creativity in delivery and assessment, and the reshaping of the management and public health activities into the online platform. To manage attitudes and provide institutional support, the school worked collaboratively with stakeholders and transformed its traditional support services of campus ministry, counselling, formation, and physical and mental health to be readily available online. Conclusion We described the experience of ASMPH when medical schools were forced to completely shift to online delivery of their programs because of the pandemic. We identified the barriers and solutions of online learning in medical education. The unique context of the ASMPH for having a dual degree in medicine and management; having an inter-disciplinal, non-departmentalized set-up at each year level; and, possessing the traditions of Jesuit education were instrumental in the school’s ability to navigate this sudden shift.
COVID-19 ; Education, Distance ; Education, Medical, Undergraduate

OBJECTIVES: The study was conducted with the aim of evaluating applied occupational health teaching for final-year medical students at Hacettepe University, Faculty of Medicine. METHODS: The study included all sixth grade medical students (n=293) during one academic year. Pre- and post-training tests were used to assess the magnitude of change in knowledge and attitude of students on occupational health, whereas the opinion of students on several aspects of the quality of teaching sessions were assessed by using post-training questionnaires. RESULTS: Post-training tests revealed that the level of knowledge on all aspects of occupational health increased among medical students. An evaluation of the teaching sessions showed favorable results for the overall quality of the sessions: 81.3% of the students stated that the sessions were well organized, 81.7% remarked the workplace/factory visit was a valuable experience, and 91.0% stated feeling more competent on occupational health issues. CONCLUSION: There was a greater increase in students' knowledge on technical precautions than their knowledge on issues related to medical practice in the workplace. Visiting a workplace was found to contribute to the overall aim of knowledge and attitude change on occupational health issues. The scope of undergraduate medical education should be extended by improving occupational health education with respect to educational content, duration, and methods.
Education, Medical ; Education, Medical, Undergraduate ; Humans ; Occupational Health ; Students, Medical

Education, Medical, Undergraduate ; Universities ; Malaysia ; Japan

Curriculum ; Education, Medical, Graduate ; Education, Medical, Undergraduate ; Medicine, Chinese Traditional

In order to improve quality of molecular pharmacognosy teaching, the open experiment is applied. Under the guidance of tutors, students conduct the whole experiment independently. Students' abilities of independent thinking and comprehensive-experimental conduction were enhanced in the open experiment. Meanwhile, the authors discuss the problems of open experiment and propose some reflection and suggestions.
Education, Medical, Undergraduate ; economics ; manpower ; methods ; standards ; Humans ; Pharmacognosy ; education

Although ‘assessment for learning’ rather than ‘assessment of learning’ has been emphasized recently, student learning before examinations is still unclear. The purpose of this study was to investigate pre-assessment learning activities (PALA) and to find mechanism factors (MF) that influence those activities. Moreover, we compared the PALA and MF of written exams with those of the clinical performance examination/objective structured clinical examination (CPX/OSCE) in third-year (N=121) and fourth-year (N=108) medical students. Through literature review and discussion, questionnaires with a 5-point Likert scale were developed to measure PALA and MF. PALA had the constructs of cognitive and meta-cognitive activities, and MF had sub-components of personal, interpersonal, and environmental factors. Cronbach's α coefficient was used to calculate survey reliability, while the Pearson correlation coefficient and multiple regression analysis were used to investigate the influence of MF on PALA. A paired t-test was applied to compare the PALA and MF of written exams with those of CPX/OSCE in third and fourth year students. The Pearson correlation coefficients between PALA and MF were 0.479 for written exams and 0.508 for CPX/OSCE. MF explained 24.1% of the PALA in written exams and 25.9% of PALA in CPX/OSCE. Both PALA and MF showed significant differences between written exams and CPX/OSCE in third-year students, whereas those in fourth-year students showed no differences. Educators need to consider MFs that influence the PALA to encourage 'assessment for learning'.
Education, Medical, Undergraduate ; Educational Measurement ; Humans ; Learning ; Students, Medical

OBJECTIVES: To evaluate undergraduate medical education in Korea, we investigated educators' satisfaction. Also analysis of the factors affecting educator satisfaction was intended. SUBJECTS: Of the entire educators(4,683 persons) of all medical schools, 585 persons were sampled systematically, based on the published list of medical educators. Of the sampled target, 275 persons(47.5%) responded. METHODS: We developed the questionnaire, asking educators' satisfaction on six categories of medical education in terms of educational input and process; educator, facilities and equipments, educational contents, educational method and skill, the evaluation of students, and the performance of students. The questionnaire were mailed to each educator and returned back for analysis. RESULTS: Overall satisfaction of educators was rather low. In particular, educators were more dissatisfied with avaliability of assistant personnel and general environment for education. As for the contents of medical education, they were more dissatisfied with the clinical training in bedside setting. Geographically, educators in the 'kangwon' and 'chungcheong' area had more discontent than others. Educators of private schools were more satisfied with the facilities than those of public ones. CONCLUSION: It is necessary to develop continuous program that evaluate and improve the quality of medical education. Among them the clerkship and general environment for education would be focused. Periodic assessment of educators' satisfaction would be a tool to ensure more concern for quality of medical education.
Education ; Education, Medical ; Education, Medical, Undergraduate ; Humans ; Korea ; Postal Service ; Schools, Medical*