International Journal of Medical Education最新文献

{"title":"Exploring Factors and Challenges Influencing Nursing Interns’ Training Experiences in Emergency Departments in Saudi Arabia","authors":"Reem Alotaibi, Rawan Alkhaldi, Abeer Adel Turkistani, Manar Musallam Alfaqih, Lena Saeed Alzaidi, Zainab Shabab Alosaimi, Manar Hamed Almutairi, Abdulellah Al Thobaity","doi":"10.3390/ime2030013","DOIUrl":"https://doi.org/10.3390/ime2030013","url":null,"abstract":"This study aims to investigate nursing interns’ training experiences in emergency departments (EDs) in Saudi Arabia and explore the factors influencing their experiences. A descriptive research design was employed utilizing a survey distributed to nursing interns who completed their ED rotation within the last three months. The data were analyzed using SPSS version 27, and principal component analysis (PCA) was conducted to identify the challenges encountered by the interns. This study analyzed the responses of 126 nursing internship students in various regions of Saudi Arabia to assess their training experiences in emergency departments. The principal component analysis revealed two significant factors: (1) “Emergency Department Training and Skill Development”, which focused on challenges faced during training, and (2) “Integrated Emergency Department Training and Competence Development”, which provided a holistic view of nursing internship students’ experiences and preparedness for their careers. The results indicated moderately below-average challenges and a moderately positive overall training experience. The findings suggest a need to address these challenges to improve the training experience and better prepare nursing internship students for careers in emergency departments. This study recommends enhancing the nursing curricula alignment with practical training objectives, focusing on technical and interpersonal skills development. A supportive learning environment in emergency departments is crucial, including effective communication and collaboration. Diverse clinical experiences and reflection on training can guide students in exploring potential career paths in emergency departments or other specialized nursing areas.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"3 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75474483","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":"Self-Regulated Video-Based Learning for Cultivating Surgical Skills: A Systematic Review and Meta-Analysis of Randomized Controlled Trials","authors":"N. Pakkasjärvi, S. Anand, H. Anttila, K. Pyhältö","doi":"10.3390/ime2030014","DOIUrl":"https://doi.org/10.3390/ime2030014","url":null,"abstract":"In recent decades, there has been a shift towards competency-based approaches in surgical training. The effectiveness of video-based learning (VBL) in enhancing surgical skills, particularly in the context of self-regulated learning (SR-VBL), was assessed in this study. While VBL is cost-effective, flexible, and can improve proficiency in technical skills prior to clinical practice, it is resource-challenging. SR-VBL includes many of VBL’s benefits but has utility in individual and distance settings due to its autarkic nature. This study identified and analyzed contemporary literature on SR-VBL using PRISMA guidelines, focusing on original randomized controlled studies published in international peer-reviewed journals during the COVID-19 pandemic in 2020–2022. Seven studies with 462 participants were included, with three eligible for the meta-analysis. The results showed that self-regulated video-based learning contributes to the learning of technical skills and can be applied to learners of all levels across surgical specialties. The meta-analysis revealed that improvements in validated outcome assessment scores (OSATS) were at least equal to traditional methods with a statistically significant result, though the effect was modest. Therefore, contemporary surgical training could incorporate SR-VBL for technical training to help surgeons of all levels in surgical self-assessment.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"82 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83744589","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 importance of crafting a good introduction to scholarly research: strategies for creating an effective and impactful opening statement.","authors":"Mohsen Tavakol, David O'Brien","doi":"10.5116/ijme.6499.82af","DOIUrl":"10.5116/ijme.6499.82af","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"84-87"},"PeriodicalIF":3.1,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693955/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9728555","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}

{"title":"Tutors Matter: The Relationship between Medical Students’ Satisfaction from Their Tutor and Their Overall Satisfaction from Clinical Rotations","authors":"N. Dickman, B. Hijazi, A. Samson, Lea Even","doi":"10.3390/ime2030012","DOIUrl":"https://doi.org/10.3390/ime2030012","url":null,"abstract":"Background and Aim: Medical students are required to complete a number of clinical rotations in hospital departments, affiliated with the Azrieli Faculty of Medicine, under the supervision of a department tutor. Our experience shows that departments receiving good scores typically also receive good feedback for their tutor. Accordingly, our aim was to assess the tutor contribution to students’ overall satisfaction from clinical rotations in hospital departments across northern Israel. Methods: Here, we recorded the students’ reported satisfaction with tutors as well as the satisfaction with clinical rotations in different departments of Galilee Medical Center (GMC) in Naharia, and Baruch Padeh Medical Center in Poria. The students’ reported satisfaction was assessed numerically and verbally using questionnaires over a period of three years. Results: We find that the students reported satisfaction with a clinical rotation is positively and significantly correlated with the student satisfaction with the tutor, and less with other factors such as hospital organization and department facilities, geographical distance from home, working hours, etc. Conclusion: Our findings suggest that medical schools can increase students’ satisfaction through investment in good tutors.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"136 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76396647","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":"Psychological need fulfillment in virtual teaching: insights of residents and faculty.","authors":"Oksana Babenko, Shannon Gentilini, Nathan Turner, Olga Szafran, Sudha Koppula","doi":"10.5116/ijme.6488.2625","DOIUrl":"10.5116/ijme.6488.2625","url":null,"abstract":"<p><strong>Objective: </strong>To explore benefits and challenges experienced by residents and faculty when teaching in virtual settings.</p><p><strong>Methods: </strong>This was a qualitative descriptive study employing one-on-one semi-structured interviews with 10 residents and 12 faculty in the Department of Family Medicine at the University of Alberta, Canada, from May 2021 to May 2022. Participants were recruited via social media, resident and department events and email lists. Interview transcripts were analyzed descriptively and thematically employing the Self-Determination Theory (SDT) framework to map the identified benefits and challenges as facilitators and barriers to fulfilling teacher's basic psychological needs for autonomy, competence, and relatedness in virtual settings.</p><p><strong>Results: </strong>Resident and faculty participants used virtual technology not only to deliver education, but also leveraged various platform features to support their needs in virtual settings. The emerging themes within benefits and challenges of virtual teaching were amenable to mapping onto three basic psychological needs of the SDT framework - autonomy (e.g., increased accessibility; lack of control over teaching environment), competence (e.g., increased self-confidence; technological limitations hindering skill development), and relatedness (e.g., timely exchange of information; difficulty with professional identity formation).</p><p><strong>Conclusions: </strong>Despite the inherent challenges, teaching in virtual settings can support teachers' psychological needs. Recommendations for the future delivery and facilitation of virtual learning include: giving high priority to engagement and active participation; nurturing autonomy and greater individual responsibility for learning; and creating an environment of emotional support. The SDT-informed strategies shown to be effective in in-person teaching need to be examined for their applicability in virtual settings.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"77-83"},"PeriodicalIF":3.1,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9688794","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}

{"title":"The need to accelerate COVID-19 education across medical schools.","authors":"Susan J Rees, Nada Hamad","doi":"10.5116/ijme.6488.1a6e","DOIUrl":"10.5116/ijme.6488.1a6e","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"75-76"},"PeriodicalIF":1.6,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693399/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10013094","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}

{"title":"Competency and Level of Confidence of Emergency Residents When Dealing with Ocular Emergency Cases in Saudi Arabia","authors":"Faisal Almishali, Adhwaa Allihyani, Norah Albdaya, Ghidaa Gosty, Lujain Marghlani, Mohannad Alqurashi","doi":"10.3390/ime2020011","DOIUrl":"https://doi.org/10.3390/ime2020011","url":null,"abstract":"Patients with ocular emergencies often visit emergency doctors before they visit an ophthalmologist. Therefore, emergency physicians must have adequate knowledge for preliminary diagnosis. We aimed to assess emergency resident doctors’ training in managing eye emergencies, as well as their level of confidence, competence, and equipment use skills in dealing with ocular emergencies. This cross-sectional, multicenter, questionnaire-based study included all emergency resident doctors in the Western, Central, and Eastern regions of Saudi Arabia. In total, 181 emergency residents were enrolled. Moreover, 28.2% received adequate training in the management of eye emergencies, and 72.2% reported that they received training from senior emergency medical staff. Overall, 14.9% of residents expressed confidence in handling emergency eye cases, compared with 66.3% who expressed less confidence. The prevalence of residents demonstrating confidence in the management of emergency eye cases was significantly high among those who received instructions on how to use an ophthalmoscope (p < 0.001), those who had been taught to use the slit lamp (p < 0.001), and those who expressed confidence in using the slit lamp (p < 0.001). We advise integrating basic ophthalmic clinical skills into emergency resident training programs to help gain greater insight, reduce the workload of ophthalmic services, and provide proper emergency eye care.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135323528","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":"Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review","authors":"V. Colonnello, Yukako Kinoshita, Nao Yoshida, Itzel Bustos Villalobos","doi":"10.3390/ime2020010","DOIUrl":"https://doi.org/10.3390/ime2020010","url":null,"abstract":"Background: As a contribution to developing interprofessional education (IPE) synergy between medical education systems in the European Higher Education Area (EHEA), this review aims to describe the IPE experiences for undergraduate medical students implemented in EHEA member countries. Methods: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search was conducted on SCOUPS and MEDLINE databases. Inclusion criteria were peer-reviewed English language articles about undergraduate medical students, interprofessional education, and EHEA countries, published January 2000–September 2022. Results: The 32 included studies were from 14 of the 49 EHEA countries. In most of the studies, the theoretical background leading the intervention was not reported (n = 25), and in several studies (n = 16) the students were from two professions only. The reported outcomes were related to self-assessment knowledge about IPE and satisfaction about the program. In 24 studies, the assessment was based on the study’s ad hoc measures only. Limitations ranged from selection bias to lack of objective measures. Conclusion: Future directions should envision developing IPE among EHEA countries, including agreement and consistency across EHEA countries in reporting theories, educational methods, and standardized IPE evaluation measures.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"125 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79568839","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":"Exploring residents and supervisors' workplace learning needs during postgraduate medical education.","authors":"Marieke Robbrecht, Myriam Van Winckel, Koen Norga, Mieke Embo","doi":"10.5116/ijme.6470.d9ed","DOIUrl":"10.5116/ijme.6470.d9ed","url":null,"abstract":"<p><strong>Objectives: </strong>To identify the main enablers and challenges for workplace learning during postgraduate medical education among residents and their supervisors involved in training hospital specialists across different medical specialties and clinical teaching departments.</p><p><strong>Methods: </strong>A qualitative explorative study using semi-structured focus group interviews was employed. A purposeful sampling method was utilized to invite participants who were involved in postgraduate medical education for hospital specialist medicine at two universities. Hospital physicians in training, also called residents (n=876) and supervisors (n=66), were invited by email to participate. Three focus groups were organized: two with residents and one with supervisors. Due to the COVID-19 pandemic rules prohibiting real group meetings, these focus groups were online and asynchronous. The data was analyzed following an inductive thematic analysis.</p><p><strong>Results: </strong>The following overarching themes were identified: 1) the dual learning path, which balances working in the hospital and formal courses, 2) feedback, where quality, quantity, and frequency are discussed, and 3) learning support, including residents' self-directed learning, supervisors' guidance, and ePortfolio support.</p><p><strong>Conclusions: </strong>Different enablers and challenges for postgraduate medical education were identified. These results can guide all stakeholders involved with workplace learning to develop a better understanding of how workplace learning can be optimized to improve the postgraduate medical education experience. Future studies could focus on confirming the results of this study in a broader, perhaps international setting and exploring strategies for aligning residencies to improve quality.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"65-74"},"PeriodicalIF":3.1,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693396/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9577510","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}

{"title":"What regenerative agriculture can teach medical students about human health.","authors":"David Ebbott, Dimitrios Papanagnou","doi":"10.5116/ijme.6463.4962","DOIUrl":"10.5116/ijme.6463.4962","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"63-64"},"PeriodicalIF":3.1,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693401/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9810481","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}