Explore the vast range of titles available.

\"After completing the medical school application comes the last and often most challenging aspect of the school selection process: the interview. Notoriously hard to prepare for, it's difficult to know what questions might be asked and how to answer them.Extensively revised, How to Succeed In Your Medical School Interview de-mystifies the interview process. It provides a systematic and methodical process which enables the interviewee to mine information from examiners, while demonstrating academic ability. Full of practice questions and free downloadable podcasts of mock interviews, this book offers tips on preparation, presentation, and most importantly, what to say. The most significant addition to the book covers the multiple mini-interview system, which schools are beginning to use instead of the formal, fixed panel interview. This new system is made up of short \"stations\" ranging from 3-10 minutes, with a specific goal and a separate interviewer. The format can be a conventional interview question, a role play, linguistic skill test, writing exercise, or another challenge. The author has also added more graph-and-table data interpretation questions to the Oxbridge interview section and updated discussion material to include the current \"hot topics\" in medicine, such as e-cigarettes, medical ethics, and the US patent ban on genes. \"-- Provided by publisher.

Background To investigate the impact of a serious illness communication skills training course on medical students’ attitudes regarding clinical empathy, self-efficacy in empathic communication, and learning on different dimensions of empathy. Methods A mixed-methods design was used. A blended learning Serious Illness Communication Skills Training (SI-CST) course was delivered to sixth-year medical students. Students ( n= 185) completed questionnaires with the 20-item Jefferson Scale of Empathy (JSE) and self-rated preparedness level for five empathic communication tasks at baseline (T1), six weeks (T2), and three-to-six months post-training (T3). Written reflections on key lessons learned were analyzed using inductive thematic analysis. Results Total JSE scores significantly improved from T1 to T2 (111.4 vs 113.9, P =.01) and from T1 to T3 (111.4 vs 113.9, P= .01). There was an increase in Standing in Patient’s Shoes subscale of the JSE with an effect size of 0.56 whereas the Perspective-Taking and Compassionate Care subscales showed no significant changes. Self-rated preparedness for all five empathic communication tasks significantly improved from T1 to T2 ( P ≤ .001) and from T1 to T3 ( P ≤ .001) with large effect sizes (1.09-1.41). Four key themes emerged from the qualitative analysis. They were appreciating the important role of empathy in clinical care (moral empathy), learning skills in detecting and understanding patient emotions (cognitive empathy), learning skills in responding to emotion with empathy (behavioral empathy), and appreciating that communication skills can be improved with continual practice and self-reflection. Conclusions Our results revealed that SI-CST improved medical students’ empathic attitudes and self-efficacy in empathic communication. Qualitative results found learning on the cognitive, behavioral and moral dimensions of empathy.

Introduction: Medical students have long provided informal, structured academic support for their peers in parallel with the institution’s formal curriculum, demonstrating a high degree of motivation and engagement for peer teaching. This qualitative descriptive study aimed to examine the perspectives of participants in a pilot peer teaching programme on the effectiveness and feasibility of adapting existing student-initiated peer bedside teaching into formal bedside teaching. Methods: Study participants were senior medical students who were already providing self-initiated peer-led bedside clinical teaching, clinicians who co-taught bedside clinical skills teaching sessions with the peer teachers and junior students allocated to the bedside teaching sessions led by peer teachers. Qualitative data were gathered via evaluation form, peer teacher and clinician interviews, as well as the observational field notes made by the research assistant who attended the teaching sessions as an independent observer. Additionally, a single Likert-scale question on the evaluation form was used to rate teaching effectiveness. Results: All three peer teachers, three clinicians and 12 students completed the interviews and/or questionnaires. The main themes identified were teaching effectiveness, teaching competency and feasibility. Teaching effectiveness related to the creation of a positive learning environment and a tailored approach. Teaching competency reflected confidence or doubts about peer-teaching, and feasibility subthemes comprised barriers and facilitators. Conclusion: Students perceived peer teaching effectiveness to be comparable to clinicians’ teaching. Clinical peer teaching in the formal curriculum may be most feasible in a hybrid curriculum that includes both peer teaching and clinician-led teaching with structured training and coordinated timetabling. Keywords: Peer Teaching, Undergraduate Medical Education, Bedside Teaching, Medical Students

Smartphone-based dating apps are rapidly transforming how people seek potential sexual and romantic partners. However, they can also increase the risk of unsafe sexual behaviors, harassment, and infringement of personal privacy. Current research on interventions for safer dating app use remains insufficient. The goal of this study was to describe the development of an intervention for safer dating app usage using crowdsourcing and peer-led approaches. This paper describes the development of an intervention program designed to promote safer dating app use among college students. Crowdsourcing and peer-led approaches were adopted during key stages of the development process. Focus group discussions were held to assess the experience and needs of dating app users. A crowdsourcing contest then solicited ideas for performance objectives for the intervention. These objectives were grouped to further identify practical strategies. A one-day intensive workshop was subsequently held with peer mentors to brainstorm ideas for the production of creative interventional materials. The intervention programs were produced and tested in a pilot study. The app's effectiveness will be evaluated in a cluster randomized controlled trial. The intervention program consists of a risk assessment tool, a first-person scenario game, and four short videos. The risk assessment tool, comprised of 14 questions, will give the participant a score to determine their level of risk of adverse events when using dating apps. The scenario game is a first-person simulation game where the players are presented with choices when faced with different scenarios. The short videos each last 2-4 minutes, with points of discussion aimed at addressing the risks of using dating apps. The programs were piloted and were found to be relatable and helpful when further modifications were made. Potential challenges identified during the development process included data management and analysis, sustaining peer mentors' interests and participation, and balancing between providing more information and perpetuating social stigma around dating app use. By integrating new approaches, such as crowdsourcing and the peer-led approach, in developing an intervention for safer dating app use, our development process provides a viable model for developing future interventions to address the risks associated with dating app use.

These personal views, drawn from the experiences of a medical student and a medical school lecturer, advocate caution of the current trend for formal adoption of peer teaching into medical school curricula. Using a metaphor from physics, we highlight the need for cautious deeper exploration of the informal world of peer-teaching in medical schools, which is a complex part of the educational ecosystem, prior to incorporating such activities into faculty-led initiatives. We support a measured approach to the introduction of compulsory peer-teaching activities given the recognized theoretical and pedagogical benefits.

A questionnaire survey was conducted among GPs. Of the 516 respondents, 76 (14.7%) had attended a one‑year postgraduate mental health training course. The GPs with mental health training saw significantly more patients with mental health problems per week (median class 11-15 versus 6-10) and treated a higher percentage of patients with mental health problems (median class 41-60% versus 21-40%). The differences remained significant, with odds ratios of 2.6 for both indicators after controlling for gender, healthcare setting and years of practice. Policies should promote training of GPs as part of the increasing workforce for mental healthcare. Estimated from the results, GPs with mental health training have nearly triple the number of consultations related to mental health, compared with other GPs (340 versus 120 per year).

Background and objectives: General practitioners (GPs) constitute an important workforce for mental healthcare in the community. However, many GPs receive limited training in mental health. This study compares the practice characteristics of GPs with mental health training to those of other GPs in Hong Kong. Method: A questionnaire survey was conducted among GPs. Of the 516 respondents, 76 (14.7%) had attended a one-year postgraduate mental health training course. Results: The GPs with mental health training saw significantly more patients with mental health problems per week (median class 11-15 versus 6-10) and treated a higher percentage of patients with mental health problems (median class 41-60% versus 21-40%). The differences remained significant, with odds ratios of 2.6 for both indicators after controlling for gender, healthcare setting and years of practice. Discussion: Policies should promote training of GPs as part of the increasing workforce for mental healthcare. Estimated from the results, GPs with mental health training have nearly triple the number of consultations related to mental health, compared with other GPs (340 versus 120 per year).