International Journal of Medical Education最新文献

How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students? 在以反思为基础的医学生指导计划中，导师如何看待和履行自己的职责？

IF 1.6

International Journal of Medical Education Pub Date : 2024-10-28 DOI: 10.5116/ijme.6712.35da

Fleur Helewaut, Jan Reniers, Ellen Paelinck, Serhat Yildirim

{"title":"How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students?","authors":"Fleur Helewaut, Jan Reniers, Ellen Paelinck, Serhat Yildirim","doi":"10.5116/ijme.6712.35da","DOIUrl":"https://doi.org/10.5116/ijme.6712.35da","url":null,"abstract":"Objectives: To explore how mentors perceive and perform their role in a longitudinal mentorship programme with the objective of guiding medical students in becoming reflective learners.Methods: A qualitative exploratory study was conducted using semi-structured interviews with 16 mentors from the Ghent University medical education mentoring programme. Participants were selected by purposeful sampling on gender, years of experience and area of specialisation. Interview transcripts were analysed using inductive thematic analysis. Afterwards, all transcripts were re-analysed combining the resulting themes to identify different mentoring profiles.Results: Our analysis yielded three themes. First, the basic conditions for mentorship showed wide differences in competencies that mentors considered necessary. Second, goals and purposes of mentoring identified roles ranging from ombudsperson, confidential advisor, role model to guide towards professional and personal growth. Third, attitudes to the mentoring programme revealed a wide variation from fully embracing to rejecting the reflective method. Further analysis led to three mentor profiles: reflective, sharing and advising. Even reflective mentors struggled in varying degrees with applying the guidelines, mostly depending on prior experience with reflection. Advising mentors found the intervision techniques too constrictive and expressed doubts about the usefulness of the programme.Conclusions: In this reflection-based mentoring programme, different mentor perceptions strongly determined how reflection is being taught to medical students. This may affect the students' professional identity formation. Training should enable mentors to reflect on their beliefs and mentoring style. Further research is needed on the effects of reflection in mentoring and on mentor selection.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"130-138"},"PeriodicalIF":1.6,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142545357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing the learning experience by empowering medical students to co-create learning tools and classroom activities. 增强医学生共同创建学习工具和课堂活动的能力，从而提升学习体验。

IF 1.6

International Journal of Medical Education Pub Date : 2024-10-17 DOI: 10.5116/ijme.6702.4d43

Parama Chaipackdee, Thanakrit Tanjararak, Parit Prechachaisurat, Bhranai Sammatat, Patomthan Marknui, Chalinee Monsereenusorn, Chanchai Traivaree, Wittawat Chantkran, Pasra Arnutti, Thammanoon Srisaarn, Ram Rangsin, Mathirut Mungthin, Dusit Staworn, Piya Rujkijyanont

{"title":"Enhancing the learning experience by empowering medical students to co-create learning tools and classroom activities.","authors":"Parama Chaipackdee, Thanakrit Tanjararak, Parit Prechachaisurat, Bhranai Sammatat, Patomthan Marknui, Chalinee Monsereenusorn, Chanchai Traivaree, Wittawat Chantkran, Pasra Arnutti, Thammanoon Srisaarn, Ram Rangsin, Mathirut Mungthin, Dusit Staworn, Piya Rujkijyanont","doi":"10.5116/ijme.6702.4d43","DOIUrl":"https://doi.org/10.5116/ijme.6702.4d43","url":null,"abstract":"Objectives: This study aimed to enhance the learning experience among medical students by empowering them to co-create learning tools and classroom activities.Methods: A cross-sectional study was conducted with 10 participants from Year 2 of the new curriculum volunteering to participate in this study. Five were selected based on their diversities and empowered to design learning tools and class activities. Student satisfaction was presented as mean scores. A comparison of self-confidence scores in subjects learned before and after the class was analyzed using the paired t-test. Comparisons of multiple-choice question (MCQ) scores before and after the class between Years 2 (n = 96) and Year 3 of the previous curriculum attending inclass teaching (n = 98) were analyzed using the independent sample t-test.Results: A high level of satisfaction (M=87.5, SD=15.7%) and significant improvements in student self-confidence in subjects learned between before (M=46.4, SD=20.8%) and after (M=82.7, SD=16.9%) the class were noted (t (223) = -23.73, p<.001). Additionally, Year 2 students achieved significantly higher MCQ scores after the class (M=85.6, SD=19.0%) compared with the scores from Year 3 (M=77.3, SD=23.6%) (t (190) = 3.32, p<.001).Conclusions: Empowering medical students to co-create learning tools and class activities could positively enhance their learning experience. The result of this study addressed the importance of student empowerment with well-designed student-centered learning strategies based on their learning environment. Additional qualitative research is required to better understanding the \"why\" and \"how\" behind the findings of this study.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"124-129"},"PeriodicalIF":1.6,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142464666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Profiles of intercultural sensitivity of healthcare students: a person-centred approach. 医学生的跨文化敏感性概况：以人为本的方法。

IF 1.6

International Journal of Medical Education Pub Date : 2024-09-26 DOI: 10.5116/ijme.66dd.beb3

Lilla Lucza, Tamás Martos, Viola Sallay, Tamás Simon, Anne Weiland, Peter Vermeir, Márta Csabai

{"title":"Profiles of intercultural sensitivity of healthcare students: a person-centred approach.","authors":"Lilla Lucza, Tamás Martos, Viola Sallay, Tamás Simon, Anne Weiland, Peter Vermeir, Márta Csabai","doi":"10.5116/ijme.66dd.beb3","DOIUrl":"https://doi.org/10.5116/ijme.66dd.beb3","url":null,"abstract":"Objectives: We aimed to explore healthcare students' intercultural sensitivity profiles and their relationship with empathy to develop effective education methods that promote non-discriminatory patient care.Methods: We conducted a cross-sectional questionnaire study, involving a total of 508 international (n= 100) and local (n= 408) healthcare students in Hungary by convenience sampling. The survey included demographics, the Intercultural Sensitivity Scale, and the Interpersonal Reactivity Index. We applied latent profile analysis to identify distinct sensitivity profiles and used multinomial logistic regression to estimate the predictive power of several background variables on profile group membership.Results: A four-profile solution emerged: \"Interculturally average\" (n= 241), \"Interculturally uncertain\" (n= 76), \"Interculturally sensitive\" (n= 132), and \"Interculturally refusing\" (n= 54). The model (R2= 0.123; p= 0.001) revealed that psychology major tended to predict \"uncertain\" group membership (OR= 0.56, p= 0.08) and higher personal distress was a significant predictor of this group (OR=1.11, p= 0.002). Male gender (OR= 3.03, p= 0.001), medicine major (OR= 5.49, p= 0.01), lower perspective-taking (OR= 0.91, p= 0.007) and higher personal distress (OR= 1.09, p= 0.028) were identified as predictors of \"refusing\" group membership, compared to the \"average\" group.Conclusions: By exploring the ways students experience intercultural situations, a more personalized medical education can be developed with a special focus on vulnerable subgroups. For the \"uncertain\" group, the focus should be more on developing confidence, and intercultural experiences, whereas in the \"refusing\" group on strengthening empathy. In general, it can be useful to create mixed-gender, multidisciplinary, and intercultural learning environments.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"113-123"},"PeriodicalIF":1.6,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142346194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectively supporting widening participation learners in medical education through a capability approach lens. 从能力方法的角度有效支持医学教育中的扩大参与学习者。

IF 1.6

International Journal of Medical Education Pub Date : 2024-09-20 DOI: 10.5116/ijme.66d8.1a0f

Pirashanthie Vivekananda-Schmidt, John Sandars, Lopa Husain, Peter Leadbetter, Michelle Marshall

引用次数: 0

Exploring a metacognitive approach for case analysis based learning of anxiety adjustment in nurses: a qualitative study. 探索基于案例分析的护士焦虑调整学习的元认知方法：一项定性研究。

IF 1.6

International Journal of Medical Education Pub Date : 2024-08-23 DOI: 10.5116/ijme.66af.82fc

Yuji Iwama, Mitsuru Ikeda

引用次数: 0

Current trends and obstacles in off-the-job nursing ethics training in Japanese hospitals: a cross-sectional study. 日本医院脱产护理伦理培训的当前趋势和障碍：一项横断面研究。

IF 1.6

International Journal of Medical Education Pub Date : 2024-08-08 DOI: 10.5116/ijme.669f.70b3

Mari Tsuruwaka

{"title":"Current trends and obstacles in off-the-job nursing ethics training in Japanese hospitals: a cross-sectional study.","authors":"Mari Tsuruwaka","doi":"10.5116/ijme.669f.70b3","DOIUrl":"10.5116/ijme.669f.70b3","url":null,"abstract":"Objectives: This study aims to fill the existing gap by examining the current status of off-the-job nursing ethics training in large hospitals in Japan and its integration with on-the-job training to provide targeted insights for enhancing future ethics training.Method: A cross-sectional study was conducted among the nursing education staff of large Japanese hospitals [N=309] by self-administered questionnaire. The questionnaire was the following main points 1) current trends in nursing ethics training 2) planners' concerns, and 3) the link between training and clinical practice. Descriptive statistics were used, closed-ended questions were analyzed through simple tabulations while open-ended questions underwent textual analysis.Results: The hospitals of 76.6% (309) conducted off-the-job nursing ethics training. Their training consists of a combination of lectures and exercises. The focus was to raise nurses' awareness of ethical problems or improve their analytical ability. The objectives were to be able to participate in discussions from an ethical perspective. The main problems were the lack of connection with on-the-job, and a shortage of training personnel.Conclusions: The key to providing off-the-job and on-the-job is to create a mechanism for circulation. The implications of the results are the necessity of constructing ethics education in medicine to develop medical professionals who can discuss and act from ethical perspectives. Future research is expected to include the creation of a multidisciplinary ethics training program for the hospital.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"84-98"},"PeriodicalIF":1.6,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141906614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ensuring fairness in assessment in health professions education: rapid analysis tools to detect differential item functioning across groups. 确保卫生专业教育评估的公平性：检测不同群体项目功能差异的快速分析工具。

IF 1.6

International Journal of Medical Education Pub Date : 2024-07-23 DOI: 10.5116/ijme.6694.de69

Mohsen Tavakol, Claire Stewart, Claire C Sharpe

引用次数: 0

Factors influencing intercultural competences of hospital workers for multicultural patients in South Korea. 影响韩国医院工作人员接待多元文化病人的跨文化能力的因素。

IF 1.6

International Journal of Medical Education Pub Date : 2024-06-21 DOI: 10.5116/ijme.6667.2270

Bo La Kim, Hyojin Bae, Heejin Choi, Myongsoon Sung

{"title":"Factors influencing intercultural competences of hospital workers for multicultural patients in South Korea.","authors":"Bo La Kim, Hyojin Bae, Heejin Choi, Myongsoon Sung","doi":"10.5116/ijme.6667.2270","DOIUrl":"10.5116/ijme.6667.2270","url":null,"abstract":"Objectives: This study aims to assess the intercultural competence of general hospital workers in South Korea by examining their understanding of cultural diversity in healthcare and to identify factors influencing their intercultural competence.Methods: A cross-institutional survey was conducted with 439 participants from four South Korean general hospitals, employing inferential statistics such as one-way Analysis of Variance, Mann-Whitney U, and Kruskal-Wallis test followed by post-hoc, and multiple linear regression analyses.Results: While 85% (n = 362) of participants acknowledged the significance of multiculturalism in Korean society, only 11% (n = 49) felt competent in treating multicultural patients. Additionally, 72% (n = 315) experienced significant linguistic difficulties in medical communication. Multiple regression analysis identified advanced English competency, multicultural training experiences, and peer support with organizational awareness of multicultural importance as significant positive contributors to intercultural competence.Conclusions: Despite recognizing the importance of multiculturalism, general hospital workers face significant language barriers and low self-efficacy in providing care to multicultural patients. To address these challenges, hospitals should designate resident translators for culturally appropriate communication. Furthermore, a tri-tiered training approach is proposed to enhance the five domains of intercultural competence among general hospital workers in Korea, including overarching multicultural training, occupation-specific courses, and long-term managerial programs aimed at managing cultural diversity effectively in healthcare settings.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"66-79"},"PeriodicalIF":1.6,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141446140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Workforce nurturing: an approach to improving wellbeing, burnout and professional fulfilment among Australian doctors. 劳动力培养：改善澳大利亚医生福祉、职业倦怠和职业成就感的方法。

IF 1.6

International Journal of Medical Education Pub Date : 2024-06-15 DOI: 10.5116/ijme.6639.1a23

Emma Hodge, Alan Sandford

{"title":"Workforce nurturing: an approach to improving wellbeing, burnout and professional fulfilment among Australian doctors.","authors":"Emma Hodge, Alan Sandford","doi":"10.5116/ijme.6639.1a23","DOIUrl":"10.5116/ijme.6639.1a23","url":null,"abstract":"Objective: To assess the workplace drivers of professional fulfilment, burnout and perceived impact of workplace issues on wellbeing in doctors working in a regional Australian hospital, following a 6-month period of comprehensive workforce nurturing strategies.Methods: An online cross-sectional survey combined both qualitative feedback and quantitative measures of wellbeing including the Stanford Professional Fulfillment Index to assess professional fulfillment and burnout and a workplace issues inventory to assess the relative perceived influence on work-related wellbeing.Results: Survey responses from 124 doctors comprised approximately 60% (n=74) prevocational doctors, 12% (n=15) registrars and 28% (n=35) specialist doctors. Around 63% (n=78) of participants were international medical graduates. Overall, 25% (n=31) reported professional fulfilment and 13% (n=13) reported burnout. The top 6 workplace issues were (i) inefficient work practices and/or processes, (ii) medical officer vacancies in my department, (iii) inadequate support staff and/or excessive admin burden, (iv) inadequate workplace staff amenities, (v) poor access to nutritious onsite food, (vi) inability to access my entitled daily meal break. Factors perceived as having a minimal impact on wellbeing included learning opportunities, rostering, access to leave and support during challenging clinical situations, were directly related to the workforce nurturing strategies implemented.Conclusions: This comprehensive evaluation of wellbeing in a regional healthcare setting provides a novel contribution to the literature by illustrating the transformative potential of workforce nurturing. Notably, the findings reflect the potential impact of workforce nurturing upon professional fulfilment and burnout, in the context of a regional hospital setting.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"59-65"},"PeriodicalIF":1.6,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141330877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The correlation between parents' education attainment and humanistic literacy of eight-year medical students. 父母教育程度与八年制医学生人文素养的相关性。

IF 1.6

International Journal of Medical Education Pub Date : 2024-05-14 DOI: 10.5116/ijme.661d.10af

Yao Yu, Guiyi Yang, Yixuan Qin, Linhan Fang, Yuxuan Liao, Wenxuan Bai, Jianzhen Wu, Pengfei Rong

{"title":"The correlation between parents' education attainment and humanistic literacy of eight-year medical students.","authors":"Yao Yu, Guiyi Yang, Yixuan Qin, Linhan Fang, Yuxuan Liao, Wenxuan Bai, Jianzhen Wu, Pengfei Rong","doi":"10.5116/ijme.661d.10af","DOIUrl":"10.5116/ijme.661d.10af","url":null,"abstract":"Objectives: To explore the content, ways, and methods of family education in cultivating students' humanistic literacy.Methods: We used a cross-sectional study and collected questionnaire data from 616 eight-year clinical medical students of Central South University by a convenience sampling survey. To determine the influence of parents' educational attainment on children's humanistic literacy, the students were mainly divided into two groups including parents' education attainment was college or above (Group B) and parents' education attainment below college (Group A). Non-parametric tests are used to test the differences between the two groups in humanistic spirit, interpersonal communication, humanistic knowledge and ability, and development planning.Results: Group B had better social morality and a sense of social responsibility than group A (P=0.024, P=0.001). Compared to group A, students in group B could better integrate into the new environment, communicate with students from different institutes, and take an active part in activities (P=0.001). In a nutshell, students in group B had more excellent humanistic knowledge and ability and could consult medical literature and write in Chinese or English more proficiently than group A (P=0.0001, P=0.0001).Conclusions: We found that the eight-year medical students whose parents' highest education attainment is college or above almost mastered a higher level of humanistic literacy. It demonstrated family humanistic literacy education is irreplaceable. We recommend systematic efforts to build a reasonable and effective family humanistic literacy education platform and form an educational synergy with school education to make the cultivation of humanistic literacy among students more efficient.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"48-58"},"PeriodicalIF":1.6,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285023/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140945028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0