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At least 19 recordsLinked to original sources
PubMed1992

[Working conditions of medical students--medical students and research].

A questionnaire survey was conducted among 33 medical students (22 men and 11 women) working as part or full-time research trainees at the University of Bergen in 1990, in order to examine various aspects of their working conditions. Most trainees (81%) experienced a well-organized initial research project, and 85% were quite content with their personal supervision. The students "defined" two hours per week as an "adequate amount" of supervision. A higher percentage of the male trainees were first author of scientific publications, while a higher percentage of the females felt that they had learned something from their scientific training. Surprisingly perhaps, relatively more of the female wished to do research full time in the future. 94% of the research trainees recommended other medical students to participate in research training programmes during their student career.

Education, Medical, Continuing↗
PubMed2002

Comparison of medical students, medical school faculty, primary care physicians, and the general population on attitudes toward psychological help-seeking.

This study is a preliminary comparison of the attitudes of osteopathic medical students, medical school faculty, primary care providers, and the general population toward seeking professional psychological help. Attitudes were also studied in the former three groups for those who had and had not previously received mental health services. 103 medical students, 22 faculty, 31 primary care providers, and 395 people from the general population responded to the mail-out survey. Attitudes toward help-seeking were more negative among the general population group than among students and providers. For these students, faculty, and providers, attitudes toward seeking help were more positive if they reported having received mental health services in the past.

Adolescent↗
PubMed1982

Attitudes toward cancer. II: A comparative analysis of cancer patients, medical students, medical residents, physicians and cancer educators.

The current investigation was designed to determine how cancer patients, medical students, medical residents, nononcologically oriented physicians, and cancer educators differ with respect to attitudes towards cancer. A total of 372 individuals completed the Cancer Attitude Survey. Cancer educators displayed more confidence in the patient's ability to cope with diagnostic and prognostic information than students, other physicians, and patients themselves. Patients and cancer educators favored aggressive therapy to greater extent than other physicians, students, and alumni. Among nononcologic physicians and students there were significant effects of respondent's sex and prior personal experience with cancer on the attitudes expressed. Cancer educators differed significantly by specialty with surgical oncologists most likely to favor aggressive therapy. When compared to physician groups studied in the 1960s, our overall physician group (residents, cancer educators, and other physicians) was more likely to exhibit: (1) confidence in the patient's coping ability; (2) skepticism about the efficacy of early diagnosis and the value of aggressive treatment; and (3) stronger beliefs in the patient's ability to prepare for and accept death. Comparisons of our medical student group with students studied by Haley and his colleagues revealed a similar picture. Implications of these findings for the education of medical students are discussed.

Attitude of Health Personnel↗
PubMedDate not supplied

Attitudes toward euthanasia, assisted suicide and termination of life-sustaining treatment of Puerto Rican medical students, medical residents, and faculty.

OBJECTIVE: To elicit the opinion of Puerto Rican medical students, residents and internal medicine faculty as to the appropriateness of euthanasia and physician-assisted suicide and end-of-life management. DESIGN: Survey using a 16-item questionnaire answered within a two-month period in the fall of 1996. SETTING: Rounds or faculty meetings at teaching hospitals located in the north, south and southwest of the island of Puerto Rico. PARTICIPANTS: There were 424 participants. The questionnaires of 279 medical students, 75 medical residents, and 35 internal medicine faculty members were analyzed. Thirty-five questionnaires, which were incomplete or answered by non-Puerto Rican participants, were excluded. MAIN OUTCOMES MEASURES: Frequency of support of active euthanasia, physician-assisted suicide, withholding or withdrawing life-sustaining treatment with informed consent was determined. Whether it was ethical to prescribe full doses of drugs needed to alleviate pain even if it would hasten death, or agree to limit or restrict resources for the terminally ill was also determined. RESULTS: Forty per cent of the students, 33% of the residents, and 20% of the faculty supported euthanasia. If physician-assisted suicide were legalized, 50 per cent of the students, 43 per cent of the residents and 45 percent of the faculty would not be opposed to it. Sixty-eight per cent of the students, 67 per cent of the residents and 88 per cent of the faculty would support withholding or withdrawing life-sustaining treatment for dying patients with informed consent. Seventy-nine per cent of residents, 80 per cent of the faculty but only 54 per cent of medical students would prescribe full doses of drugs needed to alleviate pain in dying patients even if they would hasten death. Thirty-six per cent of the residents and faculty would agree to limit the use of medical resources for the terminally ill but only sixteen per cent of medical students would do so. CONCLUSIONS: The acceptance of euthanasia was inversely proportional to the clinical experience of the respondents: 40 per cent among students but only 20 per cent by the faculty. Withholding and withdrawing of life-sustaining treatment was most acceptable to the faculty (88 per cent) but it was also favored by most of the students and residents (68 and 67 per cent respectively). Eighty per cent of the faculty, 79 per cent of the residents, but only 50 per cent of the students considered that prescribing full doses of drugs to alleviate pain if they knew it would hasten death, was ethical. The medical profession should take notice of evolving concepts in end-of-life management.

Attitude of Health Personnel↗
PubMed2006

Appropriate remedial action? medical students, medical schools, and smoking and health education in New York and the United States, 1964-87.

The Surgeon General's 1964 report on smoking and health, which declared that cigarette smoking was a cause of lung cancer, is considered a landmark in the history of medicine and public health. This article examines the impact of the report on medical student education by reviewing how the relationship between smoking and lung cancer was presented in medical school textbooks and syllabi between 1964 and 1987, changes in hospital smoking regulations and doctors' attitudes toward smoking following the publication of the report, and medical students' smoking patterns and attitudes toward cigarette smoking in the years after 1964. Although it provided some advanced students with additional insight into mechanisms of pathogenesis related to smoking, the education that many medical students received seems to have been neither a primary influence on their smoking patterns nor an important source of their scientific understanding of the causal link between smoking and lung cancer for at least a decade following the publication of the Surgeon General's report.

Attitude of Health Personnel↗
PubMed1978

Medical students, medical records and clinical skills.

140 Liverpool medical undergraduates from all three clinical years completed a two part questionnaire. The first part gave their opinion on the contents of medical case records and how they personally recorded and used them. The second part showed the usefulness to students of their teachers' assessments of their clinical skills. The results indicated that the present case record and assessment of clinical skills were unhelpful in the students' education. The type of record-keeping which students thought best was very similar to the problem-orientated medical record (POMR). The kind of assessment of clinical skills which they would like was very similar to the educational audit linked with POMR. In view of these findings, the introduction of POMR into the undergraduate curriculum is strongly advocated.

Clinical Competence↗
PubMed2004

Attitudes of veterinary medical students and medical students toward collaborative learning: an experiment.

This study measured the attitudes of 55 medical students and 30 veterinary medical students as they participated in an experiment of collaborative teaching and learning about basic surgical skills. Two parallel forms of an attitude questionnaire were developed, with three subscales: confidence in one's own surgical skill; collaboration with the other type of student; and inter-professional collaboration in general. These attitude scales were administered before and after an experiment involving the veterinary medical students teaching the medical students incision and exploratory laparoscopy in a laboratory setting using live rabbits. After the experiment, measures of the medical students' attitudes had increased significantly on all three subscales. Measures of the veterinary students' attitudes increased significantly on two subscales but declined on the subscale of inter-professional collaboration.

Animals↗
PubMed2002

Towards more empathic medical students: a medical student hospitalization experience.

OBJECTIVE: We designed a curricular exercise intended to expose healthy medical students, near the end of their basic science training, to the experience of hospitalization. We attempted to assess how a standardized hospitalization, for medical students just about to start their clinical rotations, was experienced by student participants. DESIGN: A qualitative observational design was used, both to explore the perceptions of the hospitalized students and to generate hypotheses for further exploration. SETTING: University and affiliated hospitals. PARTICIPANTS: Second-year medical students, towards the end of their basic science training. OUTCOME MEASURES: Qualitative assessment of hospitalization experience. RESULTS: Among key themes expressed by student participants were the following: they felt a profound loss of privacy; they found the nursing staff to be caring, attentive and professional, and repeatedly commented about how much time the nurses took to talk and listen to them and to take a complete history; in contrast they were particularly upset about the distance and coldness they felt from the medical staff; they expect this experience to affect their own future practice as physicians. When asked how this might change their attitudes in the future, students' comments generally reflected a primary concern with improving the human aspects of the patient experience. CONCLUSIONS: Student participants in a standardized inpatient hospitalization generally experienced strong feelings about issues of privacy, and about interactions with medical and nursing staff, which they expect to have an important impact on their own professional development.

Curriculum↗
PubMed1988

Inner city deprivation and medical education: a survey of medical students by medical students.

A total of 330 preclinical and clinical medical students and house officers at St Mary's Hospital were surveyed by questionnaire to assess their knowledge and experience of inner city deprivation and health, and their opinions on the role of the doctor in responding to these problems. The response rate was 87%. Over 75% of the respondents had had no experience of inner city living conditions before coming to medical school, and they gained little experience during the medical course until well into the clinical years. Most preclinical students wanted more contact with the community early in the course; less than one-third of the clinical students wanted this. The differences in knowledge and attitudes between the year groups are discussed and possible reorientation in medical education is considered.

Attitude of Health Personnel↗
PubMed2006

Nursing faculty teaching basic skills to medical students.

Medical education often uses a 'see one, do one, teach one' approach to teaching basic skills, whereas nursing education uses a more intense, competency based approach. Many nursing faculty become experts in teaching skills; however, there is little literature evaluating medical student skills training led by nursing faculty. The purpose of this paper is to describe and report initial evaluation data on an innovative teaching strategy using nursing faculty to teach specific skills to medical students. Nursing faculty designed a hands-on four hour clinical skills training laboratory for medical students. All (176) medical students completed and evaluated this skills laboratory and their own preparation for these skills. Medical students felt the laboratory was outstanding or good (94%), the content was at an appropriate level (94%) and the relevance was high or medium (96%). Medical students felt more prepared to perform the skills after completing the skills laboratory than before, and when compared to previous medical students without the skills laboratory. Many medical students commented positively about the nursing faculty. Nursing faculty teaching specific skills to medical students is acceptable and effective and provides medical students with positive exposure to nurses as experts.

Cooperative Behavior↗