L-news : Zeitung für Lehramtsstudierende - Nr. 1 ; 15. November 1997

Questionnaire for medical students. The CASS questionnaire the students were asked to respond every third week. (DOC 83 kb

Tulevaisuuden lääkäreitä kouluttamassa

Lääketieteen peruskoulutus on arvioitu Suomessa ensi kertaa. Kansainvälisen arviointiryhmän tärkein ehdotus on, että suomalaisen lääkärin ydinosaaminen pitää määritellä selvästi. Opintojen rakenteen, oppimismenetelmien ja arvioinnin tulisi johtaa linjakkaasti tämän osaamisen hyvään hallintaan

Effects of total laryngectomy on olfactory function, health-related quality of life, and communication: a 3-year follow-up study

<p>Abstract</p> <p>Background</p> <p>As total laryngectomy results in loss of airflow through the nose, one of the adverse effects for a majority of patients is the reduced or complete loss of olfactory function. However, with the introduction of a new method, the Nasal Airflow-Inducing Maneuver (NAIM), an important technique is available for laryngectomized patients to regain the ability to smell. The purpose of the present study was to assess changes in olfaction, health-related quality of life (HRQL) and communication 3 years after NAIM rehabilitation.</p> <p>Methods</p> <p>18 patients (15 men and 3 women; mean age, 71 years) who had undergone laryngectomy and NAIM rehabilitation were followed longitudinally for 3 years. For comparison an age and gender matched control group with laryngeal cancer treated with radical radiotherapy was included. Olfactory function was assessed using the Questionnaire on Odor, Taste and Appetite and the Scandinavian Odor Identification Test. HRQL was assessed by: 1) the European Organization for Research and Treatment for cancer quality of life questionnaires; and 2) the Hospital Anxiety and Depression Scale. Communication was assessed by the Swedish Self-Evaluation of Communication Experiences after Laryngeal Cancer. Descriptive statistics with 95% confidence interval were calculated according to standard procedure. Changes over time as well as tests between pairs of study patients and control patients were analyzed with the Fisher nonparametric permutation test for matched pairs.</p> <p>Results</p> <p>Thirty-six months after rehabilitation 14 of 18 laryngectomized patients (78%) were smellers. There were, with one exception (sleep disturbances), no clinically or statistically significant differences between the study and the control group considering HRQL and mental distress. However, statistical differences (p < 0.001) were found between the study and the control group concerning changes in communication.</p> <p>Conclusion</p> <p>Olfactory training with NAIM should be integrated into the multidisciplinary rehabilitation program after total laryngectomy. Our study shows that patients who were successfully rehabilitated concerning olfaction and communication had an overall good HRQL and no mental distress. Moreover, the EORTC questionnaires should be complemented with more specific questionnaires when evaluating olfaction and communication in laryngectomized patients.</p

Does reality meet expectations? An analysis of medical students’ expectations and perceived learning during mandatory research projects

Abstract Background Although much has been written about structure and outcomes of medical students’ curricular research projects, less attention has been paid to the expectations on such projects. In order to foster students’ scientific understanding and improve the quality of mandatory research projects, we compared students’ pre-course expectations with their post-course insights regarding learning and transferable skills. Methods A prospective cross-sectional questionnaire study. All students registered on a mandatory 20-week research project course in 2011–2013 were e-mailed questionnaires in the beginning and after the course asking them to rate statements on expectations and perceived learning on a 5-point Likert scale. Of 652 students, 358 (mean age 26 years; range 21–49; 63% females) returned both questionnaires, corresponding to a response rate of 55%. Results The ratings for expectations as well as perceived learning were highest for learning to search and critically appraise literature. The greatest pre- and post-course differences were indicated for participation in scientific discussions and oral communication. Surprisingly, both pre- and post-course ratings were low for research ethics. The highest post-course ratings regarding skills for future working life were given to items pertaining to understanding the scientific basis of medicine, ability to follow the development of knowledge and to critically integrate knowledge. Female students had higher expectations than male students. Those with a previous university degree had lower ratings of expectations and perceived learning. Students with basic science projects reported higher expectations and higher learning compared to students with other projects. Previous research experience had no significant influence on expectations nor learning. The correlations between post-course ratings of learning and skills showed that problem-solving ability had a relatively high correlation with all skills. Conclusions Students had high expectations and perceived the course improved crucial practical skills. However, expectations were not quite met regarding aspects of scientific communication, and hypothesis formulation, likely because these require more extensive practice and feedback. Students should be actively involved in ethical discussions and oral communication should be trained repeatedly as it is an important task of doctors to communicate scientific information to patients and non-experts

What is the reward? Medical students’ learning and personal development during a research project course

Background: Until recently, the outcome of medical students’ research projects has mainly been assessed in terms of scientific publications, whereas other results important for students’ development have been less studied. The aim of this study was to investigate medical students’ experiences of learning as an outcome of the research project course. Method: Written reflections of 50 students were analyzed by manifest inductive content analysis. Results: Three categories emerged: ‘thinking as a scientist’, ‘working as a scientist’, and ‘personal development’. Students became more aware about the nature of knowledge, how to generate new knowledge, and developed skills in scientific thinking and critical appraisal. Unexpectedly, effects on personal characteristics, such as self-confidence, self-discipline, independence, and time management skills were also acknowledged. Conclusions: We conclude that individual research projects enhance research-specific skills and competencies needed in evidence-based clinical work and are beneficial for personal and professional development

Portföljen synliggör lärandet och kompetensutvecklingen

Portfolio used in education can be defined as a collection of documentation of performed learning activities, feedback, and progress. Currently, the documentation is electronic, hence the term e-portfolio is used. The portfolio must have a clear purpose and be aligned with the learning outcomes of the program. To be successfully implemented a portfolio must be an integral part of the education with defined tasks for both the students and the teachers. Students and teacher support in how to use the portfolio is essential especially in the beginning of the program. Learning analytics enables teachers to identify and develop support for students at risk of not achieving the outcomes

Tilkku­pei­tosta ydinosaamisen määrittelyyn [tiedepääkirjoitus]

Lääke­tieteen peru­so­pe­tuksen ar­viointi Suo­men vii­dessä lääke­tie­teel­li­sessä tiede­kun­nassa val­mistui kesä­kuussa 2018. Kansain­vä­lisen arvioin­ti­ryhmän ra­portti ku­vaa koulu­tuksen mo­nia vah­vuuksia. Sii­nä an­netaan myös kehit­tä­mi­seh­do­tuksia se­kä yksit­täi­sille ylio­pis­toille et­tä lääkä­ri­kou­lu­tuk­selle ylei­sesti. Tär­keä havain­tomme oli, et­tä lääkä­ri­kou­lu­tuksen suunnit­te­lussa ja toteut­ta­mi­sessa ei vie­lä hyödyn­netä riittä­västi tie­toa ai­kuisen oppi­misen luon­teesta