Nephrology education for medical students: a narrative review

Bayefsky, Sarah D; Shah, Hitesh H.; Jhaveri, Kenar D.

doi:10.1080/0886022x.2016.1185352

Cited by 11 publications

(16 citation statements)

References 53 publications

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“…The causes of this phenomenon has been widely discussed. The decreasing interest in nephrology training among graduates is considered as one of the most important [15][16][17], followed by the general view prevailing among interns and fellows on nephrology as being unattractive and aggravating specialty.…”

Section: Discussionmentioning

confidence: 99%

‘I hear and I forget. I see and I remember. I do and I understand.’– incorporating high-fidelity medical simulation into the undergraduate nephrology course

et al. 2020

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Background: Medical simulation is a teaching method, which enables the development of clinical skills by implementing a simulation scenario in a true-to-life environment, but without exposing patients to any risk. So far, there has been no information on the use of high-fidelity simulation in undergraduate clinical nephrology teaching. Aim of this study was to analyze students' opinions and reactions to the simulation module in nephrology. Methods: The survey consisting of the Satisfaction with Simulation Experience Scale (SSES) and open-ended question concerning the overall impression of classes was conducted among 103 5 th year medical students, who took part in the simulation training in nephrology. SSES consisted of three parts (debriefing, reasoning, education). Statements from the open-ended question were interpreted by means of the Atlas.ti software for qualitative data analysis. Results: The overall score for simulation classes was 4.39 ± 0.69 points. Students rated debriefing, reasoning and education at 4.43 ± 0.78, 4.32 ± 0.7 and 4.39 ± 0.73 points, respectively. 87.4% and 84.5% of participants agreed that simulation developed their 'clinical reasoning' and 'decisionmaking' skills in nephrology, respectively. Results: Thematic analysis revealed that students evaluated the module as 'interesting', 'useful' and 'informative', but they found number of classes significantly insufficient. Students pointed out that due to the small emphasis placed on practical aspects in the existing curriculum e.g. routes of drug administration and conversion of doses, they could not fully benefit from simulation. Conclusion: Medical simulation is a valuable constituent of the nephrology course. Putting greater emphasis on practical aspects from the beginning of training may enable students to benefit more from simulation modules.

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Section: Discussionmentioning

confidence: 99%

‘I hear and I forget. I see and I remember. I do and I understand.’– incorporating high-fidelity medical simulation into the undergraduate nephrology course

et al. 2020

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“…Using casebased approaches [7] can synthesize the clinical relevance of the material and motivate students to understand the complexity of renal pathophysiology, a common challenge -and negative influencing factor for choosing the specialty -among medical students.…”

Section: Discussionmentioning

confidence: 99%

“…In silico case studies, simulated patients, 3D visualizations [7], as well as active learning approaches utilizing small groups and interactive polling technology [18] can help a range of different learners appreciate the complexities of renal pathophysiology.…”

Section: Discussionmentioning

confidence: 99%

“…Efforts to reverse the decline have been focused at the training program level, including redesigning preclinical [7] and clinical educational approaches [8], and implementing and adapting new pedagogical methods [9,10] that accommodate the current generation's learning needs. Yet, identifying and understanding practices of institutions successfully generating nephrology career interest are needed.…”

Section: Introductionmentioning

confidence: 99%

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Increasing Medical Student Interest in Nephrology

et al. 2019

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Background: Interest in nephrology careers is declining, possibly due to perceptions of the field and/or training aspects. Understanding practices of medical schools successfully instilling nephrology interest could inform efforts to attract leading candidates to the specialty. Methods: The American Society of Nephrology Workforce Committee’s Best Practices Project was one of several initiatives to increase nephrology career interest. Board-certified nephrologists graduating medical school between 2002 and 2009 were identified in the American Medical Association Masterfile and their medical schools ranked by production. Renal educators from the top 10 producing institutions participated in directed focus groups inquiring about key factors in creating nephrology career interest, including aspects of their renal courses, clinical rotations, research activities, and faculty interactions. Thematic content analysis of the transcripts (with inductive reasoning implementing grounded theory) was performed to identify factors contributing to their programs’ success. Results: The 10 schools identified were geographically representative, with similar proportions of graduates choosing internal medicine (mean 26%) as the national graduating class (26% in the 2017 residency Match). Eighteen educators from 9 of these 10 institutions participated. Four major themes were identified contributing to these schools’ success: (1) nephrology faculty interaction with medical students; (2) clinical exposure to nephrology and clinical relevance of renal pathophysiology materials; (3) use of novel educational modalities; and (4) exposure, in particular early exposure, to the breadth of nephrology practice. Conclusion: Early and consistent exposure to a range of clinical nephrology experiences and nephrology faculty contact with medical students are important to help generate interest in the specialty.

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“…Furthermore, it is essential that faculty evaluate new and innovative approaches to ascertain student attitudes and provide evidence of effectiveness. 6,10…”

Section: Introductionmentioning

confidence: 99%

Mapping the Nephron Exercise Incorporates Multiple Learning Strategies

2017

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Introduction: Understanding the location and action of nephron transporters and channels is important to the understanding of renal function. As each region of the nephron is unique in its inclusion of specific transporters and channels, mapping of the nephron is an effective first step in understanding overall nephron processing. We describe a small-group, active-learning exercise that facilitates students' ability to understand renal processing within each region of the nephron. Methods: Following an overview lecture on renal transporters and channels, small groups of students worked cooperatively to map the nephron. This 2-hour, collaborative exercise was developed to reinforce key concepts in renal processing of ions and nutrients and, at the same time, utilize effective learning strategies. Learning strategies incorporated in this exercise include small-group collaboration, peer teaching, retrieval practice using an audience response system, and elaboration through discussion. Results: Written examination was used to assess student understanding. Students demonstrated higher performance on a subset of questions related to this learning activity compared to the overall exam. Highly positive feedback was provided by a convenience sample of students completing an anonymous survey. Discussion: This nephron-mapping exercise was an effective means to promote synthesis and analysis of lecture content and engage students in methods that enhance learning.

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Nephrology education for medical students: a narrative review

Cited by 11 publications

References 53 publications

‘I hear and I forget. I see and I remember. I do and I understand.’– incorporating high-fidelity medical simulation into the undergraduate nephrology course

‘I hear and I forget. I see and I remember. I do and I understand.’– incorporating high-fidelity medical simulation into the undergraduate nephrology course

Increasing Medical Student Interest in Nephrology

Mapping the Nephron Exercise Incorporates Multiple Learning Strategies

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