Emergency medicine
Amin Beigzadeh; Elham Sharifpoor; Maryam Maroufi
Volume 10, Issue 1 , January 2024, , Pages 4-6
Abstract
A significant portion of medical students learning is dedicated to clinical education, especially in the field of Emergency Medicine (EM). Clinical rotations in the Emergency Department (ED) are of utmost importance, given the vital role emergency medicine plays within the healthcare system. Emergency ...
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A significant portion of medical students learning is dedicated to clinical education, especially in the field of Emergency Medicine (EM). Clinical rotations in the Emergency Department (ED) are of utmost importance, given the vital role emergency medicine plays within the healthcare system. Emergency departments represent the forefront of medical care, frequently addressing life-threatening circumstances that necessitate swift decision-making, advanced clinical expertise, and the capacity to operate effectively under pressure. Familiarizing medical students with this high-stakes environment provides them with critical competencies, including acute care management, collaborative teamwork, and proficient communication skills, all of which are relevant across various medical disciplines. In this regard, the Society for Academic Emergency Medicine outlines a four-year curriculum for emergency medicine training. First-year students learn basic first aid, CPR, and the local EMS system. Second-year students apply pathophysiology to acute presentations and practice diagnosis skills. Third-year students refine history-taking and examination techniques, working with residents in lower-acuity areas and beginning differential diagnoses. Throughout, students focus on professionalism, communication, and teamwork, preparing them for future roles in emergency medicine.
Education
Amin Beigzadeh; Ali Reza Yusefi; Elham sharifpoor; Maryam Okhovati
Volume 10, Issue 1 , January 2024, , Pages 38-46
Abstract
Objective: Emergency department (ED) rotations are vital for medical education, fostering clinical skills and teamwork. However, these high-stress environments pose significant mental health risks, including stress, burnout, and depression. Despite their importance, research on the specific stressors ...
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Objective: Emergency department (ED) rotations are vital for medical education, fostering clinical skills and teamwork. However, these high-stress environments pose significant mental health risks, including stress, burnout, and depression. Despite their importance, research on the specific stressors medical students face in these settings is limited, indicating a crucial gap in understanding their experiences. This study aims to identify and analyze the significant stressors affecting medical students during ED rotations.Methods: This mixed-method sequential explanatory study, conducted at Kerman University of Medical Sciences in 2024, had two phases. In the quantitative phase, the Medical Student Stressor Questionnaire (MSSQ) survey was completed by 184 participants selected using the convenience sampling technique. In the qualitative phase, in-depth semi-structured interviews were undertaken with 16 medical students to explore their perspectives on ED stressors. Quantitative data were analyzed by mean and standard deviation. Frequency counts were used to assess students’ responses to items across the six survey scales. In the qualitative phase, content analysis using the steps proposed by Graneheim and Ludman was employed to identify and analyze key themes and concepts from the interviews. The data were validated based on Goba and Lincoln’s criteria. Data analysis was performed using MAXQDA-10 software.Results: The 184 participants comprised 52.72% female students, and 62.50% were in their internship. The results indicated that female students reported higher stress levels in academic, teaching-learning, and drive/desire-related areas, while males faced more social-related stress. The top stressors included insufficient medical skill practice (M = 3.60), heavy workloads (M = 3.44), tests (M = 3.15), and poor grades (M = 3.20). The qualitative interviews with 16 students reinforced these findings, revealing themes of clinical demands and educational challenges during ED rotations.Conclusion: This study identified significant stressors for medical students, including gender-based differences, inadequate clinical skill practice, excessive workload, anxiety over exams, and low test performance. To enhance professional development and resilience during ED rotations, we recommend increasing opportunities for hands-on clinical practice, managing workloads to reduce stress, and providing targeted resources for exam preparation. By addressing these key issues, ED rotations can become valuable growth opportunities, ultimately fostering a more supportive educational environment that promotes the well-being and development of medical students.
Emergency medicine
Hamid Reza Moretza Bagi; Amir Ghaffarzad; Peyman Fathipour; Reza Yazdani; Zhila Khamnian; Sama Rahnemayan
Volume 8, Issue 1 , January 2022, , Pages 3-7
Abstract
Objective: Nowadays, simulation of clinical environment in medical education system (simulation-based learning) has led to a huge revolution in the quality of education and has increased the safety of educators and patients. In this study, we investigated the effect of teacher-made neck and lung simulators ...
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Objective: Nowadays, simulation of clinical environment in medical education system (simulation-based learning) has led to a huge revolution in the quality of education and has increased the safety of educators and patients. In this study, we investigated the effect of teacher-made neck and lung simulators in teaching cricothyrotomy skills for emergency medicine residents.Methods: In this pre-post test study, all faculty member of emergency medicine of Tabriz University of medical sciences specialty were invited to participate. After holding an educational and training session for assistants on a teacher-made moulage, all emergency medicine residents performed a tracheostomy on the commercial moulages of the skill lab unit for the second time and their scores were recorded.Results: In this study, 23 emergency medicine residents participated. The mean ± standard deviation of age was 35.91 ± 3.57 years. There was a significant difference between the mean duration of cricothyrotomy before and after the training (P value = 0.006). There was also a significant difference between the mean scores obtained by residents in the pre- and post-training evaluation (P value < 0.001).Conclusion: Findings showed that the moulages constructed by teachers not only can be effective in improving the cricothyrotomy skills in emergency medicine residents but also can reduce the likelihood of failure in performing cricothyrotomy.
Education
Amin Beigzadeh; Nikoo Yamani; Elham Sharifpoor; Kambiz Bahaadinbeigy; Peyman Adibi
Volume 7, Issue 1 , January 2021, , Pages 46-55
Abstract
Objective: Literature on the obstacles of clinical rounds is dispersed and has not been well established under a unified systematic investigation. Teaching and learning in clinical rounds, where a variety of skills important for the medical profession, cannot be augmented if barriers related to main ...
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Objective: Literature on the obstacles of clinical rounds is dispersed and has not been well established under a unified systematic investigation. Teaching and learning in clinical rounds, where a variety of skills important for the medical profession, cannot be augmented if barriers related to main factors in the clinical environment are not identified. Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus and Cochrane library were conducted. Relevant keywords and their synonyms were used for the domains “medical students/clinical teachers/barriers and clinical round”. Additional studies were identified by searching reference lists of retrieved articles. All searches for English language articles were conducted within a 10-day period from 25 May to 3 June 2017. No time limit was considered for article searching. We contacted Kerman University of Medical Sciences to locate some studies due to access limitation. In this systematic review, studies on the subject of barriers to clinical rounds from clinical teachers’ and medical students’ perspectives were identified. Our search strategy yielded 600 articles. After title and abstract review, 43 of these were obtained and finally 20 were included in the study. All data were abstracted from the included studies. Two authors independently screened the studies. We used inductive content analysis and categories of barriers were derived from the data. MAXQDA software version 10 was used for data analysis. Results: A total of 20 articles were included and analyzed in depth. Content analysis yielded identification of 320 codes concerning barriers to clinical rounds in six categories classified as system-, climate-, teacher-, student-, patient-, and personnel-related factors. Conclusion: Our investigation depicts primarily main barriers in teaching on rounds. In this regard, effective teaching in clinical rounds is not obtained unless barriers concerning the learning triad and its environment are explored and necessary actions are adopted accordingly
Education
Amin Beigzadeh; Bahareh Bahmanbijri; Elham Sharifpoor; Masoumeh Rahimi
Volume 2, Issue 1 , January 2016, , Pages 25-28
Abstract
In order to equip medical students with all the necessary skills in dealing with patients to provide optimal treatment, the need for the use of real patients in educational settings has become prominent. But all the required skills cannot be practiced on real patients due to patients’ safety and ...
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In order to equip medical students with all the necessary skills in dealing with patients to provide optimal treatment, the need for the use of real patients in educational settings has become prominent. But all the required skills cannot be practiced on real patients due to patients’ safety and well-being. Thus, the use of standardized patients (SPs) or simulated patients (SiPs) as a substitute for real patients signifies their importance in simulation-based medical education. One question raised in regard to using SPs or SiPs in order to enhance medical students’ tangible and intangible skills in a safe controlled environment is whether these two terminologies are the same or different? Various studies use these terms interchangeably and do not consider a difference between them. Based on our literature review, there seems to be differences between these two modalities. We also try to highlight the advantages of these modalities in clinical encounters.
Education
Hamidreza Reihani; Niazmohammad Jafari; Mohsen Ebrahimi; Elham Pishbin; Ehsan Bolvardi; Veda Vakili
Volume 1, Issue 1 , January 2015, , Pages 7-11
Abstract
Objective: In this trial, we intend to assess the effect of simulation-based education approach on advanced cardiovascular life support skills among medical students.
Methods: Through convenient sampling method, 40 interns of Mashhad University of Medical Sciences in their emergency medicine rotation ...
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Objective: In this trial, we intend to assess the effect of simulation-based education approach on advanced cardiovascular life support skills among medical students.
Methods: Through convenient sampling method, 40 interns of Mashhad University of Medical Sciences in their emergency medicine rotation (from September to December 2012) participated in this study. Advanced Cardiovascular Life Support (ACLS) workshops with pretest and post-test exams were performed. Workshops and checklists for pretest and post-test exams were designed according to the latest American Heart Association (AHA) guidelines.
Results: The total score of the students increased significantly after workshops (24.6 out of 100 to 78.6 out of 100). This demonstrates 53.9% improvement in the skills after the simulation-based education (P< 0.001). Also the mean score of each station had a significant improvement (P< 0.001).
Conclusion: Pretests showed that interns had poor performance in practical clinical matters while their scientific knowledge, such as ECG interpretation was acceptable. The overall results of the study highlights that Simulation based-education approach is highly effective in Improving ACLS skills among medical students.