Book Discussion Course: Timely Topics for Medical Students

Timm, Donna F.; Woodson, Deidra; Jones, Dee

doi:10.1080/02763869.2014.897513

Cited by 7 publications

(8 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All the studies reviewed reported that the preclinical electives were positively received by students. Of the 37 electives identified, a total of 27 studies employed surveys to assess student impressions of the elective ( 13 – 22 , 24 – 32 , 36 , 37 , 39 – 42 , 44 , 45 , 47 – 49 ) . Fifteen of the electives used quantitative objective assessments, such as knowledge exams, residency placement results, and validated quantitative scoring rubrics ( 11 , 12 , 15 , 17 , 18 , 24 , 31 – 33 , 35 , 40 , 41 , 44 , 45 ).…”

Section: Resultsmentioning

confidence: 99%

Elective courses for medical students during the preclinical curriculum: a systematic review and evaluation

Agarwal

Wong

Sarfaty

et al. 2015

Medical Education Online

View full text Add to dashboard Cite

ObjectivePreclinical medical student electives are prevalent at medical schools across the United States, but the range of electives available and their impact on medical student education are not well described in the literature. The objective of this article is to review the literature relating to preclinical medical student electives and their impact on medical student educational outcomes.MethodsWe reviewed studies that met the following criteria: English-language articles describing preclinical US-based medical electives. We used PubMed journal databases and limited our search for the time period 1999–2014. We excluded electives based in other countries or electives designed for third or fourth year students. Data abstracted included the topic of the elective, qualitative descriptions of the electives, and any associated surveys or exam data associated with the electives. Data were synthesized using descriptive tables sorting electives by broad topic. Reported outcomes and statistical methods were analyzed to assess study quality.ResultsWe found a wide range of subjects taught in the form of preclinical medical school electives. We identified electives in clinical skills, the humanities, student lifestyle, specialty-specific electives, and an assortment of other miscellaneous electives. Surveys and exams administered to students showed that the electives were universally well received by students. Of the 37 electives identified, 15 electives used quantitative objective assessments, such as knowledge exams, while the remaining tended to use student self-reported results.ConclusionsPreclinical medical student electives are prevalent at medical schools across the United States and have a significant impact on medical student education.

show abstract

Section: Resultsmentioning

confidence: 99%

Elective courses for medical students during the preclinical curriculum: a systematic review and evaluation

Agarwal

Wong

Sarfaty

et al. 2015

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…While there has been an influx of literature over the last decade on ways to implement IPE learning activities in academic environments [6–9], an extracurricular activity involving the utilization of a nonfiction book across various professions presents a new IPE learning opportunity. While book discussions have been used many times in health professions education to encourage professionalism [10], cultural competence [11–17], leadership [14–15, 18–21], empathy and compassion [13, 22–26], ethics [12, 27–29], spiritual care [30], and other outcomes [13, 19, 31–34], Kilham and Griffiths found no studies in the literature using a standalone book discussion activity for IPE purposes [35].…”

Section: Introductionmentioning

confidence: 99%

“…Books about patient or health care provider experiences allow readers to reflect on the often sensitive or shocking parts of the story in a safe environment when they are emotionally ready [14, 24]. Book discussions present issues in “an environment that encourages the students to share their insights and solutions to patient and professional dilemmas” [26]. This makes an IPE book discussion an ideal activity to allow students to engage with others from different disciplines, while also achieving the definition of IPE as outlined by the World Health Organization [1].…”

Section: Introductionmentioning

confidence: 99%

Interprofessional collaboration between health sciences librarians and health professions faculty to implement a book club discussion for incoming students

Haley

McCall

Zomorodi

et al. 2019

jmla

View full text Add to dashboard Cite

Background: The following case example provides an overview of one innovative way to engage health professions faculty with health sciences librarians in the development of an interprofessional book discussion and identifies strategies to address implementation challenges. Academic health sciences librarians worked with the Interprofessional Education (IPE) Steering Committee to organize interprofessional book discussion groups for incoming health professions students. This inaugural book discussion brought together students and faculty of different disciplines to engage students in “learning from, with, and about” other professions.Case Presentation: When Breath Becomes Air, by Paul Kalanithi, allowed involved discussions on important health sciences issues. The project included outreach, designing pre- and post-surveys, scheduling participants, and communicating with all participants before, during, and after the event. A total of seventy-nine students and thirty-six faculty, representing all health professions schools, participated in the small group IPE book discussions over two weeks.Conclusions: Small group book discussions have been shown to be an effective tool to engage students and faculty in IPE. The results of the participant surveys were positive, and the IPE Steering Committee found value in including health sciences librarians throughout the process. Lessons learned from the pilot project include needing an efficient scheduling system, strongly communicating at all stages of the project, and starting the planning process months ahead of time. The IPE Steering Committee plans to conduct similar book discussions every fall semester moving forward and explore options for other IPE events.

show abstract

“…Current literature has found similar suggestions for enhanced student input into discussion materials in a course for medical students. 4 …”

Section: Resultsmentioning

confidence: 99%

“…Discussion courses have been used successfully in a variety of settings, such as in ethics courses [1][2][3] and when bringing together multiple disciplines. 4,5 The main goals of discussion courses align well with the goals of graduate education, where students take responsibility for their own learning and synthesize material beyond simple recall. 6,7 However, like learning to be an independent researcher, effective discussion-based learning demands allocated practice time to communicate expectations for successful discussions.…”

Section: Introductionmentioning

confidence: 94%

“Student‐led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program”

et al. 2022

View full text Add to dashboard Cite

The Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University brings together Ph.D. students from the physical, engineering, and biological sciences. The main goals of this program are for students to become comfortable working in an interdisciplinary and collaborative research environment and adept at communicating with scientists and nonscientists. To fill a student-identified learning gap in engaging in inclusive discussions, IGPPEB students developed a communication workshop to improve skills in visual engagement, citing specific content, constructive conversation entrances, and encouragement of peers. Based on short-and long-term assessment of the workshop, 100% of students reported that it should be offered to future cohorts and 63% of students perceived it to be personally helpful. Additionally, 92% of participants reported using one or more of the core skills beyond the course, with skills in "Encouraging peers" and "Constructive conversation entrances" rated the highest in perceived improvement. Based on the highest average rating of 76 ± 24 (on a scale of 0-100), students agreed that the workshop made them feel more welcome in the IGPPEB community. With a rating of 68 ± 13, they also agreed that the workshop had a positive impact on their graduate school experience. Participants provided suggestions for future improvements, such as increasing student involvement in leading discussions of course material. This study demonstratesThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

show abstract

Book Discussion Course: Timely Topics for Medical Students

Cited by 7 publications

References 2 publications

Elective courses for medical students during the preclinical curriculum: a systematic review and evaluation

Elective courses for medical students during the preclinical curriculum: a systematic review and evaluation

Interprofessional collaboration between health sciences librarians and health professions faculty to implement a book club discussion for incoming students

“Student‐led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program”

Contact Info

Product

Resources

About