The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students

Lyndon, Mataroria; Henning, Marcus A.; Alyami, Hussain; Krishna, Sanjeev; Yu, Tzu-Chieh; Hill, Andrew

doi:10.1177/2382120517721901

Cited by 22 publications

(21 citation statements)

References 35 publications

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“…This finding is in line with that of earlier studies which have shown a significantly higher deep learning approach among medical students [9][10][11]. However, changes in curricular delivery may not always result in an apparent change in the student learning approach [12,13]. It is important to determine how the students perceive the changes in the curriculum, and how these changes affect their academic motivation and quality of life [13].…”

Section: Discussionsupporting

confidence: 86%

“…However, changes in curricular delivery may not always result in an apparent change in the student learning approach [12,13]. It is important to determine how the students perceive the changes in the curriculum, and how these changes affect their academic motivation and quality of life [13]. Moreover, the learning approach may change over time.…”

Section: Discussionmentioning

confidence: 99%

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Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

Kamath¹,

Rao

Shenoy³

et al. 2018

Sci Med

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AIMS: To determine the learning approach of second-year undergraduate medical students and whether a surface or deep approach to learning had any correlation with the pharmacology sessional and university examination marks obtained.METHODS: A cross-sectional study was conducted among second-year medical students in their fifth semester. To determine the students’ learning approach, whether superficial or deep, we used the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which contains 20 items in the form of a five-point Likert scale and is suitable for use in higher education settings. Cronbach’s alpha was calculated using the scores obtained from a sample of 20 students to determine the internal consistency. To determine the relationship between the learning approach and examination scores, the average of the individual sessional examination marks and the university examination scores obtained by the students were calculated.RESULTS: Of the 170 students who participated in the study, 87 (51.2%) were females. The Cronbach’s alpha value was considered acceptable for both surface and deep approach. While the academic performance was significantly better in females (U = 2571.5; p = 0.001), no difference was seen in the learning approach based on gender. Fifty (29.4%) students had a higher score for the surface approach. This group had lower examination scores compared with those with equal scores for surface and deep approach or higher scores for the deep approach. A weak negative correlation was seen between the examination marks and surface approach (τb = −0.167; p = 0.002). When analyzed based on gender, the correlation was statistically significant only in females (τb = −0.173; p = 0.02).CONCLUSIONS: A weak negative correlation was seen between the examination marks and surface approach to learning. Although statistically significant, the actual difference between the groups was of a small magnitude. Hence, whether promoting deep learning approach improves academic performance in terms of marks obtained in the examination needs to be confirmed by further studies.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

Kamath¹,

Rao

Shenoy³

et al. 2018

Sci Med

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“…Student feedback in course evaluations regularly cited these approaches as making subjects “easier to understand.” In contrast, use of single pedagogies such as problem‐solving or team based learning approaches have potential benefits in developing student cognition but at the expense of increasing stress (White et al, 2014). While changes in methods of assessment have been indicated to improve student well‐being (Bloodgood, Short, Jackson, & Martindale, 2009; Wilkinson, 2011) there have been few proposals for changes in pedagogy to reduce stress (D'Eon, 2014; Lyndon et al, 2017). The present study suggests that establishing and directly assessing a vocabulary and base of anatomical knowledge can facilitate learning that can be applied to more complex clinical problems, with a concomitant and overall decrease in stress.…”

Section: Discussionmentioning

confidence: 99%

Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction

Zill

2020

Clinical Anatomy

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The goal of this observational study was to develop effective approaches to introduce first year medical students to gross anatomy/embryology in a compressed time frame. Pedagogical reorganization of anatomy instruction in the regions of Lower Extremity and Head and Neck was based upon core clinical conditions taught in second-year and USMLE Step 1 board review courses. These conditions were not presented as clinical problems, as many students had limited prior training in medical terminology, but focused upon clinical symptoms, allowing for direct correlation of structure and function. Instruction stressed vocabulary acquisition and was extended to prepare for laboratory dissections. Overall methodology was multimodal, including "flipped" and traditional lectures, study of prosections/radiographs and small group laboratory review sessions. Content was significantly reduced: knowledge of muscle actions and innervations was required, not muscle origins and insertions. Performance was evaluated by criterionbased written examinations that included a set of questions (34) asked repetitively over an 8 year period (n = 606 students) and by regional practical exams. Mean scores in all areas were sustained or numerically improved, despite the compression of instruction duration. Analysis showed no significant differences based upon question format or instructional modality. Despite the high performance levels, students needing assistance in learning could be identified by score distributions. A survey of students indicated that these changes effectively decreased stress and facilitated review for the USMLE Step 1 Board examination. These results suggest that training in gross anatomy can be modified to a compressed duration by instruction in the context of clinical symptomatology.

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“…Undergraduate medical training and residency training are high-risk periods for burnout worldwide. 4,5 A study of burnout in pediatrics residency training in England found that trainees with burnout condition had suboptimal patient care attitudes and behaviors which were discharging patients to make the service more manageable, not thoroughly discussing treatment options or answering questions, making treatment or medication errors, ignoring the social or personal impact of an illness and feeling guilty about how a patient was treated. 6 In Thailand, the research of Srikam et al 7 found that 5.63% of residents had burnout condition.…”

Section: Introductionmentioning

confidence: 99%

Prevalence of Burnout and Associated Factors Among Family Medicine Residency in Thailand

Charoentanyarak

Anothaisintawee

Kanhasing

et al. 2020

Journal of Medical Education and Curricular Development

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Objectives: To assess the prevalence of burnout and associated factors among family medicine residents in Thailand. Materials and Methods: This cross-sectional study was conducted by all Thai Family Medicine residents year 1 to 3 during February 2019. Self-reported questionnaires, including demographic data, and the Thai version of the Maslach Burnout Inventory were distributed to 703 residents via electronic transmissions, including e-mail, Facebook, and Line instant communication application. Burnout was diagnosed by the following criteria: high-level emotional exhaustion, high-level depersonalization, and low-level personal accomplishment. Factors associated with burnout were explored by the univariate logistic regression model. Multivariate logistic regression analysis was applied to examine the independent risk factors of burnout among Thai Family Medicine residents. Results: There were 149 residents who participated in this study, with a response rate of 21% (n = 703). As no residents diagnosed with burnout using the proposed criteria, burnout was, therefore, redefined as residents reporting high-level emotional exhaustion and high-level depersonalization. The prevalence of burnout in family medicine residents in this study was 10.74% (95% confidence interval [CI]: 6.26%-16.85%). Our study found that having relationship problems with patients, having relationship problems with colleagues, and having thought of resigning from the training program were independently associated with burnout with odds ratios of 6.93 (95% CI: 1.64-29.27), 6.31 (95% CI: 1.89-21.12), and 4.16 (95% CI: 1.09-15.81), respectively. Conclusions: Burnout at high level in emotional exhaustion and high level in depersonalization can occur among family medicine residents. Concerning factors were found to be patient and colleague relationship problems and having thought of resigning from the residency program. Other factors that may contribute to burnout were type of training programs, insufficient income, and family relationship. We recommend that the training institute should be able to monitor residents’ stress level and to help prevent those who have burnout and reduce its impact.

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The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students

Cited by 22 publications

References 35 publications

Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction

Prevalence of Burnout and Associated Factors Among Family Medicine Residency in Thailand

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