BACKGROUND: Studies from different countries report a stagnation or regression of moral competence in medical students between the first and the last year of their studies, and the value of various educational interventions remains uncertain. METHODS: We used Moral Competence Test (MCT) to measure C-scores of moral competence to determine the change in the MCT C-scores between the first- and the fifth-year medical students from two medical schools in the Czech Republic in the academic year 2022/2023 and to analyze factors associated with the C-scores (observational study). In addition, for the first-year students, we compared the results of the MCT before and after an intervention in medical ethics curriculum (interventional study). We used a cross-sectional and descriptive design for the observational study. Students completed the MCT, consisting of two moral dilemmas (Worker ́s Dilemma and Doctor ́s Dilemma), the results measured by the C-score, which represents moral competence. RESULTS: In total, 685 students participated in the observational study. Objective 1: based on the analysis of the C-score, we observed a decrease in moral competence between the first and the fifth-year medical students (p < .001). Objective 2: we did not observe a statistically significant effect of gender (p = .278), or self-rated religiosity (p = .163). Objective 3: in the interventional study, 440 students participated in the pretest and 422 students participated in the posttest. The test of statistical significance found no improvement in students' moral competence after the intervention (p = .253). CONCLUSION: Medical students show a regression in moral competence during medical education; it was lower in medical students in their fifth year, compared to the first-year medical students without the effect of gender, or self-rated religiosity. Although educational intervention consisting of multiple tools of medical ethics teaching (PBL, CBL, KMDD and StorED) did not lead to increase in moral competence, the longitudinal effect of such intervention remains to be seen.
- MeSH
- dospělí MeSH
- kurikulum * MeSH
- lékařská etika * výchova MeSH
- lidé MeSH
- mladý dospělý MeSH
- mravy * MeSH
- průřezové studie MeSH
- studenti lékařství * psychologie MeSH
- studium lékařství pregraduální metody MeSH
- vyprávění MeSH
- Check Tag
- dospělí MeSH
- lidé MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- pozorovací studie MeSH
- Geografické názvy
- Česká republika MeSH
- MeSH
- dospělí MeSH
- hospitalizace MeSH
- lidé středního věku MeSH
- lidé MeSH
- odvykání kouření metody MeSH
- pacienti hospitalizovaní MeSH
- poradenství * metody MeSH
- poruchy vyvolané užíváním tabáku terapie MeSH
- studenti lékařství * psychologie MeSH
- Check Tag
- dospělí MeSH
- lidé středního věku MeSH
- lidé MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- dopisy MeSH
OBJECTIVE: Russia's invasion of Ukraine in February 2022 triggered a huge wave of migration, with thousands of refugees arriving at Prague's Central Station. With no medical service available, medical students started to volunteer and were running an infirmary available around the clock. The research aimed to explore medical students' professional experiences, emotionally challenging situations, and coping strategies in this demanding setting. METHODS: The authors used a qualitative analysis of semi-structured in-depth interviews with 19 participants recruited through purposive sampling. Interviews took place between April and May 2022. Data were recorded, transcribed, and processed by using thematic qualitative analysis. RESULTS: The research identified five emotionally challenging situations: caring for traumatized refugees, refusal of treatment, disruption of everyday life, independent decision-making, and complexity of voluntary work. Students adopted both adaptive and maladaptive coping strategies for dealing with stress and trauma. Almost half the students reported signs of secondary traumatization and moral distress; however, no one asked for psychological help. CONCLUSIONS: Medical school curricula should cover trauma-informed approaches, healthy coping strategies, and destigmatization of psychological problems.
- MeSH
- dobrovolní pracovníci psychologie MeSH
- kurikulum MeSH
- kvalitativní výzkum MeSH
- lidé MeSH
- studenti lékařství * psychologie MeSH
- uprchlíci * psychologie MeSH
- zdravotní stav MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
Východiská: Klinická praxe zvyšuje nároky na výuku komunikace na lékařských fakultách. V pedagogic- kém procesu je akcentováno využití interaktivních vyučovacích metod a výuka na základě partnerství mezi studenty a vyučujícími. Soubor a metody: Soubor vytvořilo 331 studentů 5 českých lékařských fakult. K řešení výzkumného prob- lému byla zvolena metoda šetření pomocí nestandar- dizovaného dotazníku. Hlavní fáze dotazování stu- dentů lékařství proběhla v dubnu 2020. Výsledky: Diskusi jako nejčastěji aplikovanou vyučo- vací metodu komunikace s nevyléčitelně nemocnými uvedlo 75 % studentů. Největší rozdíly mezi fakulta- mi byly zaznamenány v případě využití přednášky. Úrovně komunikačních dovednosti na základě sebe- hodnocení studentů se v oblasti aktivního naslouchá- ní ani v oblasti předávání informací mezi ročníky statisticky významně neliší (p-hodnota 0,208), zatím- co v oblasti empatie je rozdíl statisticky signifikantní (p-hodnota 0,028). Závěr: Studie v České republice na dané téma při- nesla důkazy o rozdílech přístupů lékařských fakult k výuce komunikace s nevyléčitelně nemocnými. Studenti se neliší z hlediska úrovní komunikačních kompetencí na základě sebehodnocení, a to s výjim- kou empatie. Důležitým závěrem studie je konstato- vání skutečnosti, že komunikace lékaře s nevyléčitel- ně nemocnámi pacienty předpokládá celoživotní vzdělávání a výuku v pregraduální přípravě lékařů. Proto je důležité podporovat tuto výuku
Background: Clinical practice increases the demands on teaching communication at medical faculties. The pedagogical process emphasizes the use of inter- active teaching methods and teaching based on a partnership between students and teachers. File and methods: The file was created by 331 stu- dents of 5 Czech medical faculties. To solve the re- search problem, an investigation method using a non-standardized questionnaire was chosen. The main phase of interviewing medical students took place in April 2020. Results: 75% of students indicated discussion as the most frequently applied teaching method of commu- nication with terminally ill patients. The greatest dif- ferences between faculties were noted in the case of the use of the lecture. Levels of communication skills based on students‘ self-assessment in the field of active listening and in the field of information transfer does not statistically significantly differ be- tween years (p-value 0.208), while in the field of em- pathy the difference is statistically significant (p-value 0.028). Conclusion: The study in the Czech Republic on the given topic provided evidence of differences in the approaches of medical faculties to teaching commu- nication with the terminally ill patients. Students do not differ in terms of levels of communication com- petence based on self-assessment, with the excepti- on of empathy. An important conclusion of the stu- dy is the statement of the fact that the doctor‘s communication with terminally ill patients assumes lifelong learning and teaching in the undergraduate training of doctors. Therefore, it is important to support this learning
- MeSH
- komunikace MeSH
- průzkumy a dotazníky MeSH
- studenti lékařství MeSH
- umírající MeSH
- výchova a vzdělávání MeSH
- Geografické názvy
- Česká republika MeSH
BACKGROUND: The carriage of multidrug-resistant (MDR) pathogens in medical students has not been studied extensively, despite the fact that they are in contact with patients and exposed to a hospital environment. AIM: To investigate the intestinal and nasal carriage of MDR pathogens among medical students and its association with their lifestyle and demographic data. METHODS: In 2021, first- and final-year medical students were invited to the study. Two rectal swabs were used for detection of extended-spectrum β-lactamase (ESBL)-producing, colistin-, tigecycline- or carbapenem-resistant Gram-negative bacteria and vancomycin-resistant enterococci. Nasal swab was used for Staphylococcus aureus culture. S. aureus isolates were characterized by spa typing; Gram-negative resistant isolates and meticillin-resistant S. aureus (MRSA) were subjected to whole-genome short and/or long sequencing. FINDINGS: From 178 students, 80 (44.9%) showed nasal carriage of S. aureus; two isolates were MRSA. In rectal swabs, seven ESBL-producing strains were detected. Sixteen students were colonized by colistin-resistant bacteria, three isolates carried the mcr-1 gene (1.7%). The mcr-9 (10.7%, 19/178) and mcr-10 (2.2%, 4/178) genes were detected by quantitative polymerase chain reaction, but only two colistin-susceptible mcr-10-positive isolates were cultured. The S. aureus nasal carriage was negatively associated with antibiotic and probiotic consumption. S. aureus and colistin-resistant bacteria were detected more frequently among students in contact with livestock. CONCLUSION: Medical students can be colonized by (multi)drug-resistant bacteria with no difference between first- and final-year students. The participation of students in self-screening increases their awareness of possible colonization by resistant strains and their potential transmission due to poor hand hygiene.
This quasi-experimental study used a nonrandomized, control group pre-test post-test research design to determine the effect of a motor behavior course with a social justice perspective on undergraduate students' attitudes toward people with disabilities, alignment with the medical and social models of disability, and mobility beliefs. Undergraduate students enrolled at a public university (n=714) completed survey measures before and after participation in a 10-week course. Intervention group participants (n=357) were drawn from a required course for Kinesiology students that included social justice topics and video-based contact with people with disabilities. Control group participants (n=357) were drawn from a required course for all students that did not include social justice content. Separate one-way ANCOVAs were conducted to identify differences in outcomes between groups, controlling for baseline measures and demographic characteristics. Results indicate that participants in the intervention group reported more favorable attitudes toward people with disabilities, lower medical model scores, higher social model scores, and more favorable views toward self-directed mobility as a human right. Integrating social justice concepts into the classroom may be an important addition to undergraduate Kinesiology curriculums and a valuable intervention strategy to positively influence Kinesiology student attitudes.
- MeSH
- klinické praxe MeSH
- lidé MeSH
- mladý dospělý MeSH
- odborná praxe MeSH
- odborná způsobilost MeSH
- průzkumy a dotazníky MeSH
- studenti lékařství * MeSH
- Check Tag
- lidé MeSH
- mladý dospělý MeSH
- Publikační typ
- novinové články MeSH
- Geografické názvy
- Česká republika MeSH
- MeSH
- lékaři primární péče * MeSH
- lidé MeSH
- primární zdravotní péče ekonomika MeSH
- studenti lékařství psychologie statistika a číselné údaje MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- rozhovory MeSH
- Geografické názvy
- Česká republika MeSH
OBJECTIVE: Immersive virtual reality (IVR) technology is transforming medical education. Our aim was to compare the effectiveness of IVR with cadaveric bone models in teaching skeletal anatomy. DESIGN: A randomized crossover noninferiority trial was conducted. SETTING: Anatomy laboratory of a large medical school. PARTICIPANTS: Incoming first-year medical students. Participants were randomized to IVR or cadaveric groups studying upper limb skeletal anatomy, and then were crossed over to use the opposite tool, to study lower limb skeletal anatomy. Participants in both groups completed a pre-and postintervention knowledge test. The primary endpoint of the study was change in performance from the pre-to postintervention knowledge test. Surveys were completed to assess participant's impressions on IVR as an educational tool. RESULTS: Fifty first-year medical students met inclusion criteria and were randomized. Among all students, the average score on the preintervention knowledge test was 14.6% (standard deviation (SD) = 18.2%) and 25.0% (SD = 17%) for upper and lower limbs, respectively. Percentage increase in scores between pre-and postintervention knowledge test, was 15.0% in the upper limb IVR group, and 16.7% for upper limb cadaveric bones (p = 0.286). For the lower limb, score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.936). 79% of participants found that IVR was most valuable for teaching 3-dimensional orientation, anatomical relationships, and key landmarks. Majority of participants were favorable towards combination use of traditional methods and IVR technology for learning skeletal anatomy (LSM>3). CONCLUSIONS: In this randomized controlled trial, there was no significant difference in knowledge after using IVR or cadaveric bones for skeletal anatomy education. These findings have further implications for medical schools that face challenges in acquiring human cadavers and cadaveric parts.
- MeSH
- anatomie * výchova MeSH
- lidé MeSH
- mrtvola MeSH
- studenti lékařství * MeSH
- studium lékařství * metody MeSH
- učení MeSH
- virtuální realita * MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- randomizované kontrolované studie MeSH
- MeSH
- depresivní poruchy terapie MeSH
- dospělí MeSH
- duševní zdraví MeSH
- mladý dospělý MeSH
- služby duševního zdraví pro studenty * MeSH
- studenti lékařství MeSH
- úzkostné poruchy etiologie terapie MeSH
- Check Tag
- dospělí MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- kazuistiky MeSH
