Evaluating cognitive and affective abilities among medical students: behavioural and medicolegal perspectives.
Ontology highlight
ABSTRACT:
SUBMITTER: Amin SN
PROVIDER: S-EPMC10840496 | biostudies-literature | 2024
REPOSITORIES: biostudies-literature
Publications
Evaluating cognitive and affective abilities among medical students: behavioural and medicolegal perspectives.
Amin Shaimaa Nasr SN Al-Jussani Ghada Nazar GN S Hassan Sherif S Sharif Asmaa F AF Ismail Ahmed A AA Badie Taher Dina D Aolymat Iman I El-Akabawy Gehan G Zayed Abeer Ahmed AA
PeerJ 20240202
Medical students attending university for the first time experience a new environment, full of significant social, cultural, and intellectual challenges. Moreover, drug abuse and bullying among university students are major global concerns. The aim of the current study was to assess the impact of medicolegal issues on undergraduate and postgraduate students. It is a cross-sectional survey-based study, with each set of questions investigating cognitive functions, aggression, personality, and expo ...[more]
Similar Datasets
Project description:Background/aimCOGNITIVE FLEXIBILITY REFERS TO PEOPLE'S CAPACITY TO CHANGE OR EVOLVE THEIR THINKING AND STRATEGIES WHEN CONFRONTED WITH NEW INFORMATION OR CIRCUMSTANCES: These attributes are essential in research environments where complex and dynamic challenges frequently arise. In this study, the aim is to explore and establish whether a correlation exists between cognitive flexibility and research performance, especially in the medical students, in order to fill the deficit, if any, as well as understand the status of research teaching.MethodsWe conducted an analytical cross-sectional study with medical students from the College of Medicine at King Saud University in Riyadh, Saudi Arabia. We requested the subjects to participate in an online questionnaire consisting of four question sections. They included demographic information, a Cognitive Flexibility Scale, knowledge, attitude, practice, and barriers to performing medical research.ResultsThe survey received responses from 303 medical students. We judged cognitive flexibility highest in the willingness to shift to possible alternatives and lowest in the use of acquired knowledge in practical contexts. The students were aware of and had a positive attitude towards research, although only 19.5% of them had actually published. Some of the barriers included inadequate time and challenges with follow-up care for patients. It was established that there was a weak negative relationship between the scores of perceived barriers and the Cognitive Flexibility score (r = -0.217, P < 0.001).ConclusionThe study has concluded that students with higher cognitive flexibility cope with the barriers better and, therefore, are likely to be in a better state of well-being. This suggests that the medical education system should include techniques like problem-based learning. Meanwhile, research efforts should aim to test more specific and accountable methods for enhancing cognitive flexibility, as well as their impact on learning and clinical practice.Clinical trial numberNot applicable.
| S-EPMC11697898 | biostudies-literature
Project description:We aimed to investigate the associations between intelligence quotient test scores obtained using the Raven's Advanced Progressive Matrices (APM) and psychomotor testing using the Complex Reactionmeter Drenovac (CRD) test battery, while taking into account previous theoretical approaches recognizing intelligent behavior as the cumulative result of a general biological speed factor reflected in the reaction time for perceptual detections and motor decisions. A total of 224 medical students at the University of Split School of Medicine were recruited. Their IQ scores were assessed using Raven's APM, while the computerized tests of CRD-series were used for testing the reaction time of perception to visual stimulus (CRD311), psychomotor limbs coordination task (CRD411), and solving simple arithmetic operations (CRD11). The total test-solving (TTST) and the minimum single-task-solving (MinT) times were analyzed. On the CRD11 test, task-solving times were shorter in students with higher APM scores (r = -0.48 for TTST and r = -0.44 for MinT; p < 0.001 for both). Negative associations between task-solving times and APM scores were reported on CRD311 (r = -0.30 for TTST and r = -0.33 for MinT, p < 0.001 for both). Negative associations between task-solving times in CRD411 and APM scores (r = -0.40 for TTST and r = -0.30 for MinT, p < 0.001 for both) were found. Faster reaction time in psychomotor limbs coordination tasks, the reaction time of perception to visual stimulus, and the reaction time of solving simple arithmetic operations were associated with a higher APM score in medical students, indicating the importance of mental speed in intelligence test performance. However, executive system functions, such as attention, planning, and goal weighting, might also impact cognitive abilities and should be considered in future research.
| S-EPMC9954177 | biostudies-literature
Project description:Two common clinical variants of frontotemporal dementia are the behavioural variant frontotemporal dementia, presenting with behavioural and personality changes attributable to prefrontal atrophy, and semantic dementia, displaying early semantic dysfunction primarily due to anterior temporal degeneration. Despite representing independent diagnostic entities, mounting evidence indicates overlapping cognitive-behavioural profiles in these syndromes, particularly with disease progression. Why such overlap occurs remains unclear. Understanding the nature of this overlap, however, is essential to improve early diagnosis, characterization and management of those affected. Here, we explored common cognitive-behavioural and neural mechanisms contributing to heterogeneous frontotemporal dementia presentations, irrespective of clinical diagnosis. This transdiagnostic approach allowed us to ascertain whether symptoms not currently considered core to these two syndromes are present in a significant proportion of cases and to explore the neural basis of clinical heterogeneity. Sixty-two frontotemporal dementia patients (31 behavioural variant frontotemporal dementia and 31 semantic dementia) underwent comprehensive neuropsychological, behavioural and structural neuroimaging assessments. Orthogonally rotated principal component analysis of neuropsychological and behavioural data uncovered eight statistically independent factors explaining the majority of cognitive-behavioural performance variation in behavioural variant frontotemporal dementia and semantic dementia. These factors included Behavioural changes, Semantic dysfunction, General Cognition, Executive function, Initiation, Disinhibition, Visuospatial function and Affective changes. Marked individual-level overlap between behavioural variant frontotemporal dementia and semantic dementia was evident on the Behavioural changes, General Cognition, Initiation, Disinhibition and Affective changes factors. Compared to behavioural variant frontotemporal dementia, semantic dementia patients displayed disproportionate impairment on the Semantic dysfunction factor, whereas greater impairment on Executive and Visuospatial function factors was noted in behavioural variant frontotemporal dementia. Both patient groups showed comparable magnitude of atrophy to frontal regions, whereas severe temporal lobe atrophy was characteristic of semantic dementia. Whole-brain voxel-based morphometry correlations with emergent factors revealed associations between fronto-insular and striatal grey matter changes with Behavioural, Executive and Initiation factor performance, bilateral temporal atrophy with Semantic dysfunction factor scores, parietal-subcortical regions with General Cognitive performance and ventral temporal atrophy associated with Visuospatial factor scores. Together, these findings indicate that cognitive-behavioural overlap (i) occurs systematically in frontotemporal dementia; (ii) varies in a graded manner between individuals and (iii) is associated with degeneration of different neural systems. Our findings suggest that phenotypic heterogeneity in frontotemporal dementia syndromes can be captured along continuous, multidimensional spectra of cognitive-behavioural changes. This has implications for the diagnosis of both syndromes amidst overlapping features as well as the design of symptomatic treatments applicable to multiple syndromes.
| S-EPMC9847565 | biostudies-literature
Project description:BackgroundIt is necessary to improve medical students' legal cognitive, affective, and psychomotor skills to prevent further legal issues in the medical profession. Choosing the proper teaching and assessment methods is crucial in this matter. This study aimed to investigate the impact of teaching, learning, and assessment of medical law on the cognitive, affective, and psychomotor skills of medical students.MethodsA systematic review was conducted in PubMed, Embass, and Web of Science databases, and Google Scholar search engine using MECIR and PRISMA, AMEE Guide 94 for 1980 to 2022.12.30. Nineteen articles met the inclusion criteria. MERSQI checklist was used to assess the quality of the articles, and URSEC (theoretical underpinning of the development, resources required, setting, educational methods employed, and content) used to assess the risk of educational bias.ResultsInternship courses called Medical Education Humanities and Society (MESH), clinical scenario design, seminars and small group discussions, web-based interactive training, legal training courses, PBL, and mind maps have been used to improve the medico-legal knowledge of medical students. MESH clerkship, simulation of a legal event, medico-legal advocacy program based on interdisciplinary education, group discussion, integration, and court-based learning used to improve student attitudes. Multidisciplinary training, small group discussions after the seminar, mock trial competition, and interdisciplinary education are used to teach psychomotor skills. All studies, except one on knowledge, reported positive effects of legal education on students' knowledge, attitudes, and legal performance. Written assessments were used for cognitive and affective domains, while performance was assessed by OSCE, simulated court, and evaluation of patient referrals.ConclusionThere are few studies to examine the cognitive, affective, and legal psychomotor skills of medical students. The texts have not yet fully explored the high level of affective and psychomotor domains, which is evidence of a gap in this sector. Recognizing that medico-legal problems are prevented through proper education and assessment, it is recommended that this area be considered a research priority and that effective educational policies are adopted.
| S-EPMC10523676 | biostudies-literature
Project description:ObjectivesAccording to the CanMEDS' Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback.MethodsTo address this, the University's Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled 'MedTalks'. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students. Each extracurricular session included three 30-minute content lectures, and a 90-minute small group session on physical examination skills. Each medical student-teacher received formal feedback from undergraduate students and from faculty educators regarding teaching style, communication abilities, and professionalism. In addition, medical student-teachers self-evaluated their own teaching experience.ResultsOver 50 medical students from the University participated as medical student-teachers. Based on quantitative and qualitative evaluation surveys, 100% of medical students agreed that MedTalks was a useful way to develop teaching skills and 92% gained a greater confidence in individual teaching capabilities, based largely on the opportunity to gain experience (with feedback) in teaching roles.ConclusionsA program designed to give medical students multi-source teaching experience (lecture- and small group-based) and feedback on their teaching (from learners and Faculty observers, in addition to their own self-reflection) can improve medical student confidence and enthusiasm towards teaching. Future studies will clarify if medical student self-perceived enhancements in teaching ability can be corroborated by independent (Faculty, learner) observations of future teaching activity.
| S-EPMC5328353 | biostudies-literature
Project description:IntroductionPrinciples of cognitive psychology (CP) aim to shed light on the fundamentals of perception, attention, and knowledge extraction used for critical thinking, learning, and recollection of information. These principles were incorporated to educate undergraduate medical and dental students, and the study aims to assess the perspectives of medical and dental students regarding applying these principles.MethodsThe descriptive cross-sectional study was carried out among 555 Bachelor of Dental Surgery (BDS) and Bachelor of Medicine, Bachelor of Surgery (MBBS) students using a validated questionnaire with purposive sampling. Data was analyzed on SPSS version 21.ResultsThe study population comprised 555 undergraduate medical and dental students, with a mean age of 20.55 ± 1.86 years. Of these, 63.4% were pursuing MBBS, and 36.6% were BDS students. The sample included 320 (57.65%) female and 235 (42.35%) male students. MBBS and BDS students exhibited high confidence levels in most aspects of CP principles required for interactive learning. However, they expressed lower confidence in facilitator-student interaction, receiving feedback within large classes, and experiencing online teaching elements. A significant difference was observed between the two groups. In five of six CP attributes, MBBS students demonstrated significantly higher perceptions than BDS students: overcoming cognitive and emotional challenges, recognizing and overcoming ineffective learning strategies, paying attention in class, and integrating knowledge (p < 0.05).ConclusionThe current study reveals that MBBS students perceived the application of CP principles more positively than BDS students in key interactive learning areas. Furthermore, the integration of CP principles enhanced session interactivity, student engagement, attention, and retention. To optimize learning outcomes, institutions should consider adopting blended learning strategies, curricular innovations, and active learning methodologies (such as case-based, team-based, and problem-solving approaches) aligned with CP principles. Future longitudinal research could provide deeper insights into the long-term impact of CP principles on student learning and perception.
| S-EPMC11801613 | biostudies-literature
Project description:BackgroundOnline education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students.MethodsSurvey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman's rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students' NQROC learning engagement.ResultsThe study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students' NQROC learning engagement was greater in the online teaching model.ConclusionsThe results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students' lower-order cognitive skills.
| S-EPMC10410817 | biostudies-literature
Project description:BackgroundLeadership has been recognized as an important competency in medicine. Nevertheless, leadership curricula for Canadian medical students lacks standardization and may not be informed by medical students' perspectives of physician leadership. The purpose of this study was to elicit these perspectives on physician leadership.MethodsThe present study utilized semi-structured interviews to ascertain the views of medical student participants, including students in their first, second and third years of medical school, on physician leadership. Interview questions were based on 'the 3-C model' of physician leadership, which includes three aspects of leadership, namely character, competence and commitment. The interviews were audio-recorded, transcribed and then coded using thematic analysis.ResultsThe medical students of this study provided rich examples of resident and staff physicians demonstrating effective and ineffective leadership. The participants identified the importance of character to effective physician leadership, but some participants also described a feeling of disconnect with the relevance of character at their stage of training. When discussing physician competence, medical students described the importance of both medical expertise and transferable skills. Lastly, the leadership aspect of commitment was identified as being relevant, but medical students cautioned against the potential for physician burnout. The medical student participants' suggestions for improved leadership development included increased experiences with examples of physician leadership, opportunities to engage in leadership and participation in reflection exercises.ConclusionsOverall, the study participants demonstrated an appreciation for three aspects of leadership; character, competence and commitment. Furthermore, they also provided recommendations for the future design of medical leadership curricula.
| S-EPMC9817360 | biostudies-literature
Project description:BackgroundThe Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students.MethodsThe CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis.ResultsConducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales.ConclusionsThis study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen's Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.
| S-EPMC8017827 | biostudies-literature
Project description:BackgroundThe medical school admission process is complicated, perhaps reflecting unresolved debates concerning the most important skills necessary to become an ideal physician. The Goldman Medical School at Ben-Gurion University in Israel is known for placing great emphasis on the personal attributes of candidates in addition to their academic excellence. To this end, 1-h consecutive interviews are embedded in the admission process. This study aims to determine whether there is an association between candidates' personal interview ratings and the ratings assigned to these students at the conclusion of their 6th year internal medicine sub-internship.MethodsOur study sample included 136 students who were admitted to the medical school in 2015, and who completed their 6th year internal medicine sub-internship in 2019-2020. Our data were derived from the admissions information for each candidate and from structured interviews concerning medical competence and personal traits, which were completed by medical personnel who were in contact with these students during their clinical rounds.ResultsHigher interview ratings of candidates during the admission process were associated with a higher probability that students would be evaluated as top-rated internists 6 years later (Odds Ratio (OR) = 9.4, p-value = 0.049), independent of gender (OR for male vs female = 0.2, p-value = 0.025) and age (OR = 1.3 per each year, p-value = 0.115). Although significant, the numeric difference in interview rating was relatively small (median 9.5 and 9.4 for top-rated and not top-rated internists, respectively).ConclusionsOur study shows that high personal interview ratings assigned to candidates as part of the medical school admission process are predictive of high performance ratings of students after they complete their 6th year internal medicine sub-internships. These findings demonstrate the value and importance of using semi-structured personal interviews in the medical school admission process.
| S-EPMC9281101 | biostudies-literature