How do medical students differ in their interpersonal needs?

Hur, Yera; Cho, A-Ra; Huh, Sun; Kim, Sun

doi:10.1186/s12909-017-0870-y

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…Ainsi, les étudiantes de santé expriment un besoin d'affection plus marqué que les étudiants. Cette observation corrobore le travail réalisé sur un échantillon d'étudiants coréens en médecine [47]. Notre travail rapporte aussi que les étudiantes en santé expriment une peur de l'abandon et une attention portée à autrui plus développé que celles des étudiants.…”

Section: Résultatsunclassified

Révision de l’échelle française de mesure de la sociotropie et de l’autonomie : validation d’une échelle à 20 items mesurant de dépendance sociale de primo-entrants à l’université

Lefeuvre¹,

Jean²,

Guihard³

2020

L'Encéphale

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Section: Résultatsunclassified

Révision de l’échelle française de mesure de la sociotropie et de l’autonomie : validation d’une échelle à 20 items mesurant de dépendance sociale de primo-entrants à l’université

Lefeuvre¹,

Jean²,

Guihard³

2020

L'Encéphale

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“…Therefore, it is considered the preferred style of learning in health care education (Lyndon et al, 2017). Students who adopt the SA aim to be successful through organized study methods (Kunanitthaworn et al, 2018) and efficient time management (Rogers & Walker, 2017) with the aim of achieving the highest possible grades (Hur, Cho, Huh, & Kim, 2017). Hence, these students utilize appropriate learning methods for a particular topic (Urval et al, 2014) to address the assessment requirements of the course (Entwistle et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Chaudhuri

2020

Clinical Anatomy

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The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.

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“…In designing a new way to train competencies in the master’s program, several requirements were drafted. First, each student is an individual with different needs and expectations [ 4 ]. Especially in terms of competencies, there are large differences between students.…”

Section: Introductionmentioning

confidence: 99%

Symposia in undergraduate medical education: tailoring training in competencies to students’ needs

Reefman¹,

Daelmans²,

Klumpers³

et al. 2017

Perspect Med Educ

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IntroductionIn mastering competencies, it is a challenge to create training sessions which acknowledge individual students’ needs and are logistically feasible in the medical master’s program.MethodsSymposia were implemented in the medical master’s program to provide knowledge and training of skills in a number of topics, providing a positive contribution to students’ competencies and personal development. Each symposium contained a morning and afternoon program, structured around medical and societal themes addressing various competencies and covering current national and international events. Alternating interactive teaching methods were used. Students were asked to rate each daypart program on a 5-point Likert scale in terms of both teaching methods and content, and to comment on the best aspects of the symposium as well as areas for improvement. Scores higher than 3.5 were interpreted as a predominantly favourable outcome.ResultsIn 2016, 10 symposia were organized with an average of 108 attendees and a response rate of 63% (1,366 completed questionnaires). Mean overall scores on ‘teaching methods’ and ‘usefulness for professional development’ were 3.8 and 3.7, respectively. The overall results corresponded with a high level of student appreciation.ConclusionSymposia offer a podium for training students in subject matter and competencies that is greatly appreciated. Using alternating interactive teaching methods, symposia are structured around medical and societal themes and adjusted to the latest developments and current events in healthcare. By allowing students to select the symposia they would like to participate in, a tailor-made medical master’s program in competencies is created.

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How do medical students differ in their interpersonal needs?

Cited by 3 publications

References 13 publications

Révision de l’échelle française de mesure de la sociotropie et de l’autonomie : validation d’une échelle à 20 items mesurant de dépendance sociale de primo-entrants à l’université

Révision de l’échelle française de mesure de la sociotropie et de l’autonomie : validation d’une échelle à 20 items mesurant de dépendance sociale de primo-entrants à l’université

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Symposia in undergraduate medical education: tailoring training in competencies to students’ needs

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