Medical student interactions with children in their daily lives.

Unlabelled: Learning to communicate effectively with children in clinical interactions can be challenging. This study aimed to determine the extent to which medical students are exposed to children in their daily lives, in order to understand the experience students bring when entering paediatric rotations.

Methods: A cross-sectional survey of medical students entering paediatric rotations from two medical schools was conducted.

Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial.

Purpose: Serious games (SGs) have great potential for pediatric medical education. This study evaluated the efficacy of a SG in improving learner satisfaction, knowledge, and behavior.

Materials And Methods: This was an investigator-blinded randomized controlled trial (RCT) comparing a SG against two controls: (i) adaptive tutorial (AT), and (ii) low-stimulus control (LSC).

Introducing early-phase medical students to clinical paediatrics using simulation and a flipped-classroom.

Aim: Both simulation and the flipped-classroom improve learning outcomes in medical education, with evidence emerging that they are effective in combination ('flipped-simulation'). Previous studies evaluating simulation in paediatrics have assessed efficacy for senior students. This study aimed to assess whether using flipped-simulation in early-phase medical student education would show similar benefits.

Paediatric clinical exposure for medical students: Are they seeing enough?

Aim: To determine whether students are exposed to the 25 clinical presentations included in a comprehensive paediatric curriculum based on presenting features, as well as to evaluate for any variation in case exposure between the different locations and seasons of the student attachments.

Methods: Students in the final 2 years of a 6-year medical degree completed logbooks during their 8-week paediatric attachment, recording which of 25 listed clinical presentations they had seen. Data were then collected regarding the period and location of the clinical placement, and which presentations had been seen by each student.