For this reason, medical educators must analyze their coronavirus disease 2019 (COVID-19) experiences to create comprehensive strategies that provide medical students with practical training in addressing emerging infectious diseases. This report describes the method by which the Herbert Wertheim College of Medicine at Florida International University formulated and improved its protocols for student participation in COVID-19 patient care, along with a review of the students' experiences.
The 2020-2021 academic year regulations at Florida International University's Herbert Wertheim College of Medicine did not permit students to care for COVID-19 patients, yet, the subsequent academic year, 2021-2022, allowed fourth-year students enrolled in subinternships or Emergency Medicine rotations to voluntarily treat COVID-19 patients. Students concluded their 2021-2022 academic year by completing an anonymous survey about their experiences in providing care to COVID-19 patients. Short-answer responses were qualitatively analyzed, while Likert-type and multiple-choice questions were subjected to descriptive statistical analysis.
In response to the survey, one hundred two students (representing 84%) submitted their responses. A significant 64% of respondents chose to provide care to individuals affected by COVID-19. find more During their Emergency Medicine Selective, a proportion of 63% of students treated patients who had contracted COVID-19. Amongst the student population, 28% voiced a desire for more exposure to COVID-19 patient care situations. Simultaneously, 29% indicated a lack of preparedness to manage cases of COVID-19 on the commencement of their residency.
Residency training left many graduating medical students feeling underprepared to address COVID-19 cases, and many expressed regret at not having more opportunities to treat COVID-19 patients during their medical studies. To ensure residents are adequately prepared for their first day of residency, educational guidelines concerning COVID-19 patient care need to develop.
Post-graduate training in residency frequently left graduating students feeling ill-prepared to manage COVID-19 patients, many of whom wished for greater exposure to COVID-19 cases during their medical school years. COVID-19 patient care competency for students must be fostered by a shift in curricular policies to prepare them fully for their first day of residency.
The Association of American Medical Colleges (AAMC) advocates for telemedicine service provision to be classified as an entrustable professional activity. To understand the impact of its expanded reach, medical students' comfort levels with telemedicine were assessed.
Northeast Ohio Medical University students participated in a four-week anonymous, voluntary survey, comprising 17 questions and aligning with the AAMC's EPAs, which had Institutional Review Board approval. This study's primary outcome was the assessment of medical students' reported comfort and ease in utilizing telemedicine.
A remarkable 22% response rate was achieved by 141 students. Eighty percent or more of the student body expressed confidence in their ability to collect critical and precise patient data, offer guidance to patients and families, and communicate efficiently across diverse social, economic, and cultural groups using telemedicine. Overall, 57% and 53% of students, respectively, reported feeling as proficient in gathering information and diagnosing patients through telemedicine as they were in person; additionally, 38% felt their patients' health outcomes were comparable in both telemedicine and in-person settings, while 74% desired formal telemedicine instruction in schools. The majority of students projected their ability to effectively gather pertinent information and offer medical counsel through telemedicine; however, a discernible decrease in confidence was seen among medical students when the benefits of telemedicine were compared directly to in-person care.
The AAMC's efforts to create EPAs did not translate into the same level of comfort with telemedicine reported by students as compared to in-person patient visits. The medical school's telemedicine curriculum could benefit from some modifications and adjustments.
Although the AAMC established various Electronic Patient Access (EPA) systems, students reported feeling less comfortable with telemedicine consultations compared to traditional, in-person patient interactions. The telemedicine program in the medical school's curriculum warrants attention for development.
A commitment to medical education is crucial for guaranteeing a robust and healthy learning and training environment for resident physicians. Trainees should consistently exhibit professionalism when dealing with patients, faculty, and staff. Biological life support West Virginia University Graduate Medical Education (GME) has implemented an online form to document cases of professionalism breaches, mistreatment, and noteworthy actions on our website. In order to devise strategies for enhancing professional conduct within graduate medical education (GME), this investigation explored the characteristics of resident trainees who displayed button-push-activated behavioral patterns.
GME button push activations, spanning the period from July 2013 to June 2021, are the focus of this descriptive analysis; a quality improvement study approved by West Virginia University's institutional review board. The behavior of trainees exhibiting specific button activations was compared across all trainees. Data frequencies and percentages are reported. The analysis of nominal and interval data employed the —–
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005 was a factor of consequence. Logistic regression served as the analytical tool to pinpoint the statistically significant differences.
Among the 598 button activations observed throughout the eight-year study, 324 (54%) were anonymous. A considerable portion of button reports (n = 586, or 98%) were productively resolved within a period of 14 days. Analyzing 598 button activations, 95% (n = 569) were identified as pertaining to a singular sex. This breakdown included 663% (n = 377) categorized as male and 337% (n = 192) categorized as female. Of the 598 activations, 837 percent, representing 500 cases, involved residents, and 163 percent, representing 98 cases, involved attendings. Trained immunity First-time offenders accounted for 90% (n = 538) of the cases, whereas 10% (n = 60) involved individuals with a history of button-pushing behaviors.
Our web-based professionalism monitoring tool, a button-push system, indicated a gender difference in reports of unprofessional conduct. Male individuals were identified as the source of twice as many instances of such breaches as were female individuals. The tool's use resulted in timely interventions and the acknowledgement of exemplary behavior.
An analysis of professionalism breaches, using a web-based button-push monitoring tool, uncovered a gender discrepancy, as men were identified as the source of breaches twice as often as women. The tool supported the implementation of timely interventions and the positive reinforcement of exemplary behavior.
Medical students require training in cultural competence to provide optimal care to patients from all backgrounds, however, the students' clinical learning experiences in this field are not well-defined. In two clinical clerkships, we investigated the experiences of medical students during observed cross-cultural encounters and identified the necessity for further training in resident and faculty feedback strategies following these encounters.
In the Internal Medicine and Pediatrics clerkships, third-year medical students completed and submitted direct observation feedback forms. A standardized model was used to classify the observed cross-cultural skill, and a precise measurement was made of the quality of feedback provided to students.
Students exhibited a greater frequency in using an interpreter, exceeding all other skills in their application. Positive feedback's quality scores were the highest, averaging 334 out of a total of 4 coded elements. Averaging only 23 out of 4 coded elements, the quality of corrective feedback demonstrated a direct correlation with the frequency of observations relating to cross-cultural skills.
Following direct observation of cross-cultural clinical skills, there is substantial variation in the feedback provided to students. Training programs for faculty and residents aiming to refine feedback mechanisms should emphasize corrective feedback techniques for less frequently exhibited cross-cultural skills.
Students' cross-cultural clinical skills, observed directly, are met with a considerable range in the quality of provided feedback. Corrective feedback, focusing on less frequently observed cross-cultural skills, should be a cornerstone of faculty and resident training in feedback delivery.
During the proliferation of coronavirus disease 2019 (COVID-19), many state governments implemented non-pharmaceutical strategies in the absence of efficacious treatments, witnessing outcomes with diverse levels of success. A comparative analysis of restrictions in two Georgian regions was undertaken to assess their effect on the number of confirmed illnesses and fatalities.
Using
Data on COVID-19 incidence and mandates from numerous websites enabled our examination of regional and county-level case and death trends before and after mandate implementation, using joinpoint analysis.
Our study demonstrated that the concurrent adoption of a statewide shelter-in-place policy for vulnerable populations, coupled with social distancing guidelines for businesses and restrictions on gatherings of fewer than ten people, resulted in the most marked deceleration in the rate of increase for both cases and deaths. County-level shelter-in-place orders, coupled with business closures, limitations on gatherings to under ten people, and the enforcement of mask mandates, produced substantial decreases in case rates within the county. School closures failed to demonstrate a uniform effect on the resulting measures.
The investigation's conclusions suggest that safeguarding vulnerable populations, maintaining social distancing, and requiring mask use may be effective strategies for limiting the spread of the outbreak while lessening the economic and psychological toll of strict shelter-in-place orders and business closures.