How Does Grit Affect For Medical Internship Students?

University of Missouri—Kansas City School of Medicine

With the continuous advancement of global medical technology and the increasing demand for humanized medical services, the cultivation of medical students' comprehensive quality has become a core goal of medical education. The purpose of this study is to explore the core role and practical value of medical humanities education in the cultivation of medical students' comprehensive quality, and to provide theoretical support and practical reference for the reform of global medical education. This study adopted a mixed research method combining systematic literature review and cross-sectional survey. First, a comprehensive search was conducted in databases such as PubMed, Web of Science, and CNKI to sort out and analyze domestic and foreign literatures on medical humanities education and medical students' comprehensive quality cultivation in the past 10 years; then, a questionnaire survey was carried out among 500 medical students from 10 medical colleges and universities in different countries to investigate their cognitive level of medical humanities, the current situation of receiving humanities education, and the impact of humanities education on their professional literacy, communication ability and ethical judgment. The results showed that medical humanities education has a significant positive correlation with the improvement of medical students' comprehensive quality, which can effectively enhance their empathy ability, sense of professional responsibility, ethical decision-making ability and doctor-patient communication skills; however, there are problems such as inadequate integration of humanities education into professional training, single teaching mode and uneven teaching quality in medical education in many countries. The conclusion points out that medical humanities education is an indispensable part of medical students' comprehensive quality cultivation, and it is necessary to construct a diversified and integrated medical humanities education system integrating curriculum setting, practical teaching and cultural edification to promote the all-round development of medical students and meet the needs of modern medical practice.

A healthy lifestyle is fundamental for the prevention and treatment of cardiovascular disease and other noncommunicable diseases (NCDs). Investment in primary prevention, including modification of health risk behaviors, could result in a 4-fold improvement in health outcomes compared with secondary prevention based on pharmacological treatment. The American Heart Association (AHA) emphasized the importance of lifestyle in its 2020 goals for cardiovascular health promotion and disease reduction. In addition to defining “cardiovascular health” based on criteria for blood pressure and biochemical markers (lipids and glycemia), the AHA Strategic Planning Committee further identified lifestyle characteristics of central importance: nutrition, physical activity, smoking, and maintenance of a healthy body weight.1 The World Health Organization estimated that ≈80% of NCDs could be prevented if 4 key lifestyle practices were followed: a healthy diet, being physically active, avoidance of tobacco, and alcohol intake in moderation.2 To support healthy lifestyle initiatives, major changes are necessary at the societal level to improve population health. Numerous strategies might help to create a culture that promotes and facilitates healthy behaviors, including creating laws and regulations, mounting large-scale public awareness and education campaigns, implementing local community programs, and providing individual counseling.3 Physicians are uniquely positioned to encourage individuals to adopt healthy lifestyle behaviors: Approximately 80% of Americans visit their primary care physician at least once a year. Physicians directly communicate with their patients during clinical encounters across numerous settings, and research indicates that patients highly value recommendations provided by their physicians.4,5 However, data further indicate that lifestyle counseling does not routinely occur in physicians’ offices, thereby representing a lost opportunity. Physicians report that they perform lifestyle counseling during ≈34% of clinic visits.4 Patients, in turn, report an even lower frequency of physician lifestyle counseling. For example, obese patients reported receiving physical activity and …

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

As interns, new doctors care for the dying or others who have palliative care (PC) needs.1 Undergraduate medical students need to learn about PC.2 Up to half of newly qualified...

9032 Background: The rising incidence of common cancers, an aging oncology workforce, and workforce shortages underscore the importance of medical education in oncology. However, U.S. medical students report that cancer education is underemphasized in their curriculum, and non-surgical oncology clerkships are infrequently required. Providing medical students with exposure to cancer care and research is crucial for encouraging them to pursue careers in oncology. This study evaluates the current landscape of medical student education and training initiatives at National Cancer Institute-designated cancer centers (NCIDCCs). Methods: In January 2025, we conducted a qualitative evaluation of the education and training webpages of NCIDCCs. Each webpage was reviewed to identify programs and training opportunities available to medical students. Programs specifically designed for medical students, as well as those for which medical students are eligible, were included. Data were summarized using descriptive statistics. Results: Of the 72 NCIDCCs, 71 had evaluable education and training webpages. The majority (n = 63, 89%) listed at least one education, training, or professional development initiative for medical students. Five institutions offered more than five programs for medical students. Most NCIDCC medical student initiatives focused on research training, with the most common opportunities being summer research fellowships, Medical Scientist Training Programs (MSTP), and travel awards. Only a few NCIDCCs listed clinical electives or internships among their offerings. Additionally, only 14 (20%) NCIDCCs advertised medical student programs focused on students from diverse backgrounds. Conclusions: Expanding cancer education and training in medical school is essential to addressing the growing need for an oncology workforce. While multiple research training opportunities exist at NCIDCCs, few cancer centers offer clinical electives or internships that provide medical students with direct exposure to clinical cancer care. Our analysis is limited to publicly available webpage listings; as a next step, we will conduct a survey of NCIDCC offices of education and training to further evaluate medical student initiatives. Given their multidisciplinary focus and integration of research with clinical care, NCIDCCs are uniquely positioned to develop and train the next generation of oncologists and clinical researchers through enhanced oncology education and training programs for medical students.

Keck School of Medicine of the University of Southern California.

Emory University School of Medicine.

Parents as Teachers and Evaluators of Medical Student Professionalism

State University of New York Upstate Medical University College of Medicine

Purpose: This study was performed to compare the characteristics and perceptions of medical school students and professional graduate medical school students. Methods: Study subjects were 131 medical students from a national university and 113 appli- cants of a professional graduate medical school. We developed a self-reported questionnaire ask- ing about socio-demographic characteristics; the level of satisfaction of educational environment; perception of missions of medical education and career plan and student activities during school. Results: Students from the professional graduate medical school were significantly different from medical students in socio-demographic characteristics. They also showed higher satisfaction with their education, were more supportive of student union activities and were more anxious about economic and health problems than medical students. However, there was no difference between the two groups regarding perception of missions of medical education and career plan after graduation. Conclusion: Based on the above results, it is necessary to consider the characteristics and per- ceptions of professional graduate medical students when developing educational policies for these older students. The limitation of this study includes a restricted sample, and generalization of re- sults should be done carefully. Thus, more extensive, wide-ranging studies would be useful.

Background: Few studies have reported on the utilization and the effect of electronic health records on the education of medical students. Purpose: The purpose of this study was to describe the current use of electronic health records by medical students in the United States and explore the opportunities and challenges of integrating electronic health records into daily teaching of medical students. Methods: A survey with 24 questions regarding the use of electronic health records by medical students was developed by the Alliance for Clinical Educators and sent to clerkship directors across the United States. Both quantitative and qualitative responses were collected and analyzed to determine current access to and use of electronic health records by medical students. Results: This study found that an estimated 64% of programs currently allow student use of electronic health records, of which only two thirds allowed students to write notes within the electronic record. Overall, clerkship directors’ opinions on the effects of electronic health records on medical student education were neutral, and despite acknowledging many advantages to electronic health records, there were many concerns raised regarding their use in education. Conclusions: Medical students are using electronic health records at higher rates than physicians in practice. Although this is overall reassuring, educators have to be cautious about the limitations being placed on student's documentation in electronic health records as this can potentially have consequences on their training, and they need to explore ways to maximize the benefits of electronic health records in medical education.

Climate change is a public health emergency.1Solomon CG LaRocque RC Climate change–a health emergency.N Engl J Med. 2019; 380: 209-211Crossref PubMed Scopus (75) Google Scholar Clinicians worldwide now face the reality of caring for patients during wildfires, heat waves, floods, and shifting infectious disease patterns. Health-care workers need better preparation to care for communities facing the health effects of climate change.2Salas RN The climate crisis and clinical practice.N Engl J Med. 2020; 382: 589-591Crossref PubMed Scopus (22) Google Scholar Medical students have been key advocates in these efforts, driving research, community partnerships, and education.3Goshua A Gomez J Erny B et al.Addressing climate change and its effects on human health: a call to action for medical schools.Acad Med. 2021; 96: 324-328Crossref PubMed Scopus (44) Google Scholar, 4Fadadu RP Jayaraman T Teherani A Climate and health education for medical students.Clin Teach. 2021; 18: 362-364Crossref PubMed Scopus (7) Google Scholar, 5Baker N Bromley-Dulfano R Chan J et al.COVID-19 solutions are climate solutions: lessons from reusable gowns.Front Public Health. 2020; 8590275Crossref Scopus (20) Google Scholar When we began medical school during record-setting Californian wildfires and a global pandemic, our curriculum did not address the effect of climate change on human health, nor the disproportionate effects on communities made vulnerable by racism and poverty. Here, we detail how we integrated the effects of climate change on health into more than a dozen courses at our institution, starting with the preclinical curriculum and then progressing through all levels of training. In this Comment, we use the example of reproductive health and obstetrics and gynaecology education to describe this longitudinal approach. Our student team first addressed the preclinical curriculum, highlighting the effect of climate change on disease pathophysiology across human health. We began with a review of our required preclinical curriculum, identifying areas of opportunity for integration on the basis of peer-reviewed literature. We worked closely with course faculty leads to incorporate climate topics into pre-existing course materials using an equity lens, emphasising the disproportionate health effects of climate change on low-resourced communities.4Fadadu RP Jayaraman T Teherani A Climate and health education for medical students.Clin Teach. 2021; 18: 362-364Crossref PubMed Scopus (7) Google Scholar, 5Baker N Bromley-Dulfano R Chan J et al.COVID-19 solutions are climate solutions: lessons from reusable gowns.Front Public Health. 2020; 8590275Crossref Scopus (20) Google Scholar, 6Nardone A Casey JA Morello-Frosch R Mujahid M Balmes JR Thakur N Associations between historical residential redlining and current age-adjusted rates of emergency department visits due to asthma across eight cities in California: an ecological study.Lancet Planet Health. 2020; 4: e24-e31Summary Full Text Full Text PDF PubMed Scopus (164) Google Scholar For example, we supplemented our reproductive health course with lecture slides identifying air pollution and heat exposure as environmental teratogens that increased the risk of adverse birth outcomes, especially for Black women and people with asthma.7Bekkar B Pacheco S Basu R DeNicola N Association of air pollution and heat exposure with preterm birth, low birth weight, and stillbirth in the US: a systematic review.JAMA Netw Open. 2020; 3e208243Crossref PubMed Scopus (257) Google Scholar Transitioning to clinical integration, our team expanded on knowledge gained in the preclinical setting to teach students how to identify climate-related disease pathology. In the obstetrics and gynaecology clerkship, we integrated climate and health effects into relevant didactic sessions and case presentations. For example, we highlighted how wildfire smoke contributes to preterm birth in our home state of California, USA.8Heft-Neal S Driscoll A Yang W Shaw G Burke M Associations between wildfire smoke exposure during pregnancy and risk of preterm birth in California.Environ Res. 2022; 203111872Crossref PubMed Scopus (37) Google Scholar Students also learned how to discuss climate-related topics in patient encounters. Lastly, we extended our efforts into the education of junior doctors, aiming to equip junior doctors with tools to counteract climate change's impacts on patients. These efforts emphasised how climate and health presentations are rooted in upstream factors that contribute to health inequities. For example, we developed a didactic session for the obstetrics and gynaecology junior doctor programme focused on taking environmental histories, providing climate-related patient education, and connecting junior doctors with advocacy resources.9Program on Reproductive Health and the EnvironmentPrenatal exposure to toxic chemicals and climate change.https://prhe.ucsf.edu/figoDate: 2022Date accessed: January 21, 2022Google Scholar Given the vital role that junior doctors play in medical student education, these efforts will not only provide junior doctors with tools to care and advocate for patients affected by climate change, but will also be passed down to medical students during clinical rotations. Although we use the obstetrics and gynaecology curriculum as an example of our longitudinal approach to climate and health education, our work has spanned across more than a dozen courses to date. Five best practices were crucial to our success: setting tangible education objectives as defined by the School of Medicine administration and relevant national climate educational efforts allowed us to develop targeted, effective educational interventions;10Fadadu R Hampshire K Ndovu A Medical students as agents of change in the climate crisis.Acad Med. 2022; 97: 1104-1105Crossref PubMed Scopus (3) Google Scholar soliciting iterative feedback from faculty and trainees enabled us to benchmark the school's progress in planetary health education; aligning with the Deans of Curriculum and Scholarship gave us a platform to directly interact with course faculty leads and integrate our research systematically; grounding our work in local effects and health equity by collaborating with at-risk community members ensured our educational materials were relevant to our patient population and showed how climate change is one of many social determinants of health; and connecting with national student and physician groups such as Medical Students for a Sustainable Future and Physicians for Social Responsibility enabled us to share resources, knowledge, and best practices. As climate change forces the world to grapple with a new understanding of normal, it is crucial that clinicians are prepared for the novel health effects that climate change will have on the communities they serve. A longitudinal approach to climate and equity education throughout medical training aims to not only build competency and awareness on the effects of climate change on health, but also provide an equity frame (figure). This approach empowers clinicians to effectively counsel patients within hospitals in addition to advocating for resources and policies outside clinical walls to best protect the health of their communities, ultimately preparing trainees for a career rooted in social justice and health equity. We declare no competing interests. AJ and AL contributed equally.

Radiology Medical Student Education 2020: Surveys of the Alliance of Medical Student Educators in Radiology and Medical Students

Background: Medical school faculty members face increased clinical and academic demands, leaving less time for teaching, curriculum development, and assessment of learners. Description: The Keck School of Medicine has hired a dedicated medical student educator for each required clerkship. The medical student educator assists the clerkship director with clinical teaching, curriculum development, student and program evaluation, and administrative functions. Evaluation: The program has been well received by both students and faculty. Students believe that the medical student educators add value to their clinical experiences and support both their clinical education and personal and professional development. Preliminary data suggest that student performance has improved, and additional measures of quantitative impact are under way. Conclusions: Medical student educators have been a successful addition to the program at the Keck School of Medicine. This strategy should be considered at medical schools that are experiencing resource constraints.