International Journal of Medical Education最新文献

{"title":"Preparing for the future of medical education over the next five years: the key recommendations of an expert panel.","authors":"Shabih Zaid, Shahid Hassan, John Sandars, Hasnain Baloch, Tabassum Zehra, Azim Mirzazadeh, Madalena Patricio","doi":"10.5116/ijme.6848.3936","DOIUrl":"https://doi.org/10.5116/ijme.6848.3936","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"118-120"},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144527882","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}

{"title":"Phenomenological study of international medical graduates and the supervisory relationship in Canada.","authors":"Brenna Lynn, Bob Bluman, Vernon Curran","doi":"10.5116/ijme.6836.cbfc","DOIUrl":"10.5116/ijme.6836.cbfc","url":null,"abstract":"<p><strong>Objectives: </strong>This study explored the nature of the supervisory relationship between international medical graduates (IMGs) on temporary practice license and their supervisors, including perceptions of the roles and expectations of IMG supervisors in Canada.</p><p><strong>Methods: </strong>A qualitative phenomenological study comprising six focus group interviews was undertaken. A purposive sample of study participants was recruited via e-mail, and twenty-one supervisors and IMGs on temporary licensure practicing in British Columbia, Canada participated. Focus groups were recorded and transcribed verbatim, and data were analyzed using thematic analysis.</p><p><strong>Results: </strong>Key themes occurring from the focus groups included the Role of Supervisor, Supervisor Interaction, Supervisor Background, Benefits of Supervision, and Supervisor vs Mentor. The supervisor's role was perceived as necessary in supporting the IMG with adjusting, transitioning, and navigating medical practice in Canada. Access and availability of the supervisor were critical, while supervisors with IMG backgrounds were more empathetic to supervisees' needs. Having mentors, in addition to one's supervisor, was seen as valuable in helping with personal and professional adjustments to life in a new country and a novel medical system.</p><p><strong>Conclusions: </strong>Supervisors and IMGs felt the supervisory process was beneficial, but could be enhanced to support IMGs' transition better. Supervisor availability and contact were important to foster engagement throughout the supervisory relationship. Supervisor training was essential to prepare for the supervisory role, and combined supervision and mentorship programs were considered helpful for IMGs as they adjusted to their new practices and life in a new country.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"107-117"},"PeriodicalIF":1.6,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144475121","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}

{"title":"Development and psychometric properties of the Japanese version of the capacity for wonder scale.","authors":"Hirohisa Fujikawa, Takayuki Ando, Kayo Kondo, Mikio Hayashi","doi":"10.5116/ijme.6819.fcae","DOIUrl":"10.5116/ijme.6819.fcae","url":null,"abstract":"<p><strong>Objectives: </strong>To develop a Japanese version of the capacity for wonder Scale (J-CfWS) and to examine its psychometric properties.</p><p><strong>Methods: </strong>An anonymous online self-administered questionnaire was distributed to medical undergraduates in three universities in Japan. We assessed the structural (factor analysis and model fitness test (comparative fit index, root mean square error of approximation, and standardized root mean square residual)) and convergent validity and internal consistency reliability of the scale.</p><p><strong>Results: </strong>384 participants were included in the analysis. We employed a split-half validation approach, with exploratory factor analysis (EFA) on one half and confirmatory factor analysis (CFA) on the other. EFA led to a 9-item scale with a three-factor structure. CFA supported this three-factor structure with good model fitness indices (comparative fit index = 0.986, root mean square error of approximation = 0.036, and standardized root mean square residual = 0.036). The Pearson correlation coefficient between J-CfWS total scores and the Epistemic Curiosity Scale total scores was significant, r(382) = .60, p< .001, indicating a positive correlation between the two variables. The internal consistency reliability was good, with an overall Cronbach' alpha of 0.82.</p><p><strong>Conclusions: </strong>The J-CfWS was developed. We confirmed its psychometric properties. It will be useful in assessing the impact of curricula aimed at cultivating CfW among medical trainees (e.g. arts and humanities courses). It can also be useful to researchers who wish to verify the association between CfW and other concepts.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"100-106"},"PeriodicalIF":1.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191764","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}

{"title":"Consensus development and validation of entrustable professional activities for nephrology fellowship training in Saudi.","authors":"Manal E Alotaibi, Faisal Basonbul, Sultan Al Dalbhi, Laila A Alharbi, Amal M Alkhotani, Hussam M Alim, Fahd Almalki, Mohammed S Samannodi, Hadeel A Khadawardi, Ahmad A Imam, Yosra A Turkistani, Abdullah Tawakul, Adeeb A Bulkhi, Mohammad S Dairi, Rania Zaini, Hani M Almoallim","doi":"10.5116/ijme.6819.d7ce","DOIUrl":"https://doi.org/10.5116/ijme.6819.d7ce","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to develop and validate entrustable professional activities (EPAs) for the nephrology fellowship program in Saudi Arabia.</p><p><strong>Methods: </strong>This study utilized a two-round modified Delphi design involving nephrology consultants across Saudi Arabia. The initial list of 39 EPAs was created through a literature review and expert input, followed by a piloting process that refined these activities based on feedback. A target sample of 26 nephrology consultants was invited, achieving an 80% response rate in the first round with 21 participants. Descriptive statistics, including means and percentages, summarized demographic characteristics and group responses. Participants rated the relevance of each EPA using a 5-point Likert scale. Consensus was defined as at least 75% agreement among participants, which guided the refinement of EPAs across the Delphi rounds. The study was approved by the institutional review board at Umm Al-Qura University, Makkah, Saudi Arabia.</p><p><strong>Results: </strong>In the first round, consensus was achieved for 34 EPAs, while 5 were excluded for lack of relevance and 6 were modified. The second round confirmed full consensus on the revised 34 EPAs, with an 81% response rate among the 21 experts.</p><p><strong>Conclusions: </strong>This study successfully developed and validated EPAs for the nephrology fellowship program in Saudi Arabia. Implementing these EPAs is expected to enhance training, assessment, and clinical competence for nephrology fellows. Future studies should explore the long-term impact of these EPAs on training outcomes and consider adapting them for other specialties.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"92-99"},"PeriodicalIF":1.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144142523","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}

{"title":"Evaluating a decade of post-baccalaureate medical education for international students.","authors":"Hsiang-Chin Hsu, Tzu-Ching Sung","doi":"10.5116/ijme.67ce.e765","DOIUrl":"https://doi.org/10.5116/ijme.67ce.e765","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"89-91"},"PeriodicalIF":1.6,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143963988","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}

{"title":"Clinical supervision and feedback in Indianoceany medical education: the challenge of socio-cultural interactions.","authors":"Rémi Girerd, Arnaud Winer, Andriambelo Tovohery Rajaonera, Morgan Jaffrelot, Marie Claude Audetat","doi":"10.5116/ijme.67ce.e2e6","DOIUrl":"https://doi.org/10.5116/ijme.67ce.e2e6","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"87-88"},"PeriodicalIF":1.6,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144475120","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}

{"title":"The relevance of clinical skills in an era of large language models: an adrenal insufficiency case study.","authors":"Fabrizia Faustinella, Hien Nguyen, Winston Liaw","doi":"10.5116/ijme.67ce.e5dd","DOIUrl":"https://doi.org/10.5116/ijme.67ce.e5dd","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"84-86"},"PeriodicalIF":1.6,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811342","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}

{"title":"Effect of enhancing village health volunteer ability to promote engaged community-based interprofessional education.","authors":"Kitsarawut Khuancharee, Chawin Suwanchatchai, Suthee Rattanamongkolgul","doi":"10.5116/ijme.67ab.5af9","DOIUrl":"10.5116/ijme.67ab.5af9","url":null,"abstract":"<p><strong>Objectives: </strong>To evaluate the impact of enhancing village health volunteers' (VHVs) abilities to promote engaged community-based interprofessional education (CBIPE).</p><p><strong>Methods: </strong>A single-group pre-posttest design was implemented with 100 VHVs enrolled in a VHVs' abilities program. The program consisted of a two-day workshop that included five key sessions: a 30-40-minute lecture, demonstration and replay, 15-30-minute information sharing and communication, 60-150-minute discussion and practice, and 30-minute feedback. Of the participants, 83 VHVs completed the course and provided data for analysis. Outcomes measured included attitude and motivation towards associate teachers, self-esteem, community diagnosis knowledge, and course satisfaction. Repeated-measures ANOVA was used to analyze changes in competency scales over time.</p><p><strong>Results: </strong>A significant increase in community diagnosis knowledge was observed post-intervention (mean difference = 26, 95% CI = 24-28; p < 0.001). Significant improvements were also seen in attitude (mean difference = 1.00, 95% CI = 0.96-1.04; p < 0.001), motivation (mean difference = 0.92, 95% CI = 0.86-0.97; p < 0.001), communication (mean difference = 0.95, 95% CI = 0.92-0.97; p < 0.001), and systems thinking (mean difference = 0.98, 95% CI = 0.97-1.00; p < 0.001). No significant change was observed in the active listening scale (p = 0.104). VHVs expressed high satisfaction with the program, with an average score of 4.13 ± 0.76.</p><p><strong>Conclusions: </strong>VHVs' abilities programs effectively enhance knowledge and improve VHVs' competencies. Ongoing training for associate teachers is essential to support engaged learning and CBIPE field practice for medical students.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"75-83"},"PeriodicalIF":1.6,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735822","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}

{"title":"Engaging and supporting standardized patients involved in equity-seeking healthcare training: a qualitative study.","authors":"Nicole Last, Urmi Sheth, Amy Keuhl, Aaron Geekie-Sousa, Derya Uzelli Yilmaz, Sandra Monteiro, Matt Sibbald","doi":"10.5116/ijme.67ab.596e","DOIUrl":"10.5116/ijme.67ab.596e","url":null,"abstract":"<p><strong>Objectives: </strong>This study aims to explore the perspectives of standardized patients previously involved in equity-seeking healthcare training simulation activities to better understand how stakeholders can engage and support standardized patients in the delivery of educational opportunities for healthcare professionals related to equity, diversity, and inclusivity.</p><p><strong>Methods: </strong>A qualitative research study was conducted utilizing semi-structured interviews with persons (N=15) who self-identified as being involved in the development and/or the delivery of simulations related to equity, diversity, and/or inclusion. Participants were recruited via email using internal and public lists for standardized patient programs and through snowball sampling. Interviews were recorded and transcribed verbatim and transcripts were analyzed qualitatively in an iterative coding process, anchored by direct content analysis methodology, and informed by three theoretical perspectives: the standardized patient journey, psychological safety, and empowerment theory.</p><p><strong>Results: </strong>We constructed three main themes: (1) safety should be prioritized throughout the journey; (2) empowerment is key to engagement; and (3) standardized patient trainers are central connectors for safety and empowerment.</p><p><strong>Conclusions: </strong>Through the perspectives of standardized patients, this study has provided insight on strategies to engage and support those participating in equity-seeking simulations. Focused attention on safety and empowerment is warranted, with trainers having a critical role in empowering standardized patients to succeed in equity-seeking simulations. Future research should continue to explore best practices surrounding engaging, supporting, and retaining individuals involved in equity-seeking healthcare training, including comprehensive training for trainers on how to ensure, maintain, and restore standardized patients' psychological safety.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"64-74"},"PeriodicalIF":1.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143692106","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}

{"title":"Adapting blended learning for large undergraduate medical classes: insights from the 4C/ID model.","authors":"Birgitte Schoenmakers, Pascal Ryckaert, Bert Bammens, Dirk Van Raemdonck, Vasiliki Andreou","doi":"10.5116/ijme.67bb.0fa4","DOIUrl":"https://doi.org/10.5116/ijme.67bb.0fa4","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"16 ","pages":"62-63"},"PeriodicalIF":1.6,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735820","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}