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Eye-Tracking Control to Assess Cognitive Functions in Patients with Amyotrophic Lateral Sclerosis
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Training Needs Analysis for Medical Students in Assessing Cognitive Functioning: An Observational Study.

Arwa Bohra1, Mili Jyotsna1, Sai Dheeraj Gowtham Reddy Pereddy1

  • 1Dept. of Psychiatry, All India Institute of Medical Sciences (AIIMS) Bhopal, Bhopal, Madhya Pradesh, India.

Indian Journal of Psychological Medicine
|October 18, 2024
PubMed
Summary

Medical students need better training in assessing cognitive impairment in neuropsychiatric conditions. Pre-final-year students show the greatest need for targeted education in cognitive assessment skills.

Keywords:
CognitionCognition disordersMedicalMental status and dementia testsNeeds assessmentPsychiatric status rating scalesStudentsTraining techniques

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Area of Science:

  • Medical Education
  • Neuropsychiatry
  • Cognitive Assessment

Background:

  • Medical students possess unsatisfactory knowledge and skills in assessing cognition in neuropsychiatric conditions like Alzheimer's disease and schizophrenia.
  • There is a critical need to enhance medical students' ability to identify and refer patients with cognitive impairments.

Purpose of the Study:

  • To conduct a training needs analysis (TNA) for medical students regarding the assessment of cognitive function in neuropsychiatric conditions.
  • To identify specific areas where medical students require improved training for cognitive assessment and patient referral.

Main Methods:

  • Developed a TNA toolkit based on the Hennessy-Hicks TNA toolkit to assess training needs in clinical tasks related to cognitive function.
  • Administered a self-reported survey to 153 medical students to evaluate their training needs in cognitive function assessment.
  • Analyzed data using gap, importance, performance, training, and organization scores, alongside factor analysis and post-hoc tests.

Main Results:

  • Medical students rated their performance lower than the importance of cognitive assessment tasks, indicating a universal need for improvement (P < .01).
  • Pre-final-year students exhibited the highest training needs, especially in literature access, care planning, mental status examination, screening, and counseling for cognitive impairment (P < .01).
  • Factor analysis revealed a single dominant factor, suggesting interconnectedness among these cognitive assessment skills.

Conclusions:

  • Pre-final-year medical students require targeted training interventions for cognitive assessment.
  • Advanced students would benefit from specialized training modules and increased awareness of cognitive assessment resources.
  • A hybrid approach combining enhanced training and organizational support is recommended to improve cognitive assessment competencies.