International Journal of Medical Education最新文献

{"title":"Effect of COVID-19 Pandemic on Medical Students—A Single Center Study","authors":"Maria Poluch, R. Ries, Monjur Ahmed","doi":"10.3390/ime1010004","DOIUrl":"https://doi.org/10.3390/ime1010004","url":null,"abstract":"Background: The COVID-19 pandemic caused medical education to shift unprecedentedly, leading medical schools to switch to virtual platforms and modify student-patient interactions. On top of educational changes, medical students adapted to their support network, finances, and mental and physical health changes. Objective: To understand the holistic impact of COVID-19 on medical students and medical education and identify how to distribute resources during future educational disruptions in a large medical university in the United States. Methods: An anonymous online survey was distributed to medical students at Sidney Kimmel Medical College, Philadelphia, in February 2021. Participants self-reported the impact of the COVID-19 pandemic on their medical education, family life, financial burden, mental health, and physical health. Results: 168 out of 1088 students at Sidney Kimmel Medical College completed the survey, with 58% (98/168) of the respondents identifying as female. The class breakdown was as follows: 38% (63/168) first years, 18% (31/168) second years, 21% (36/168) third years, 20% (34/168) fourth years, and 2% (4/168) were considered “other” (including research year, Master’s program). A total of 28% of respondents reported developing new mental illness, with second years having the highest incidence at 39%. In total, 42% said the pandemic affected a previous mental health condition. Further, 96% of third and fourth years reported COVID-19 affected their clinical rotations. In total, 68% of first years reported their entrance to medical school was severely affected. Moreover, 13% reported losing a family member due to COVID-19, and 7% reported personal sickness due to COVID-19. Additionally, 16% reported incurring a financial burden due to the pandemic. Conclusion: COVID-19 impacted the well-being of students by affecting their mental health and financial burdens. Clinical rotations and medical school entrance were the most problematic aspects. In the future setting of major educational disruptions, this study provides a starting point for where to focus resources, mental health support, financial support, and academic flexibility.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88147072","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":"A qualitative study of factors promoting EBM learning among medical students in Japan.","authors":"Yoshihiro Kataoka,&nbsp;Takami Maeno,&nbsp;Takashi Inaba,&nbsp;Sayaka Ninn,&nbsp;Masatsune Suzuki,&nbsp;Tetsuhiro Maeno","doi":"10.5116/ijme.62eb.7c19","DOIUrl":"https://doi.org/10.5116/ijme.62eb.7c19","url":null,"abstract":"<p><strong>Objectives: </strong>To identify the elements needed to facilitate undergraduate EBM learning among Japanese medical students.</p><p><strong>Methods: </strong>We conducted a qualitative study based on individual semi-structured interviews. Participants were physicians working at universities, teaching hospitals, or clinics who teach EBM to medical students. Purposive sampling was used to recruit participants via email through the researchers' acquaintances. Six physicians agreed to participate in the study and were interviewed individually from October 2019 to January 2020. The interviewees were asked about their own EBM learning and teaching experiences, what they kept in mind when teaching EBM to medical students, and what they felt was needed to improve current undergraduate EBM education. Interviews were recorded. Transcripts were analysed using thematic analysis.</p><p><strong>Results: </strong>Thematic analysis extracted five themes: finding foreground questions, observing role models, active learning, understanding patient backgrounds, and understanding the reason for learning EBM. To promote EBM education for medical students, it is first necessary for students to actively participate in clinical practice and identify foreground questions by observing their supervisors practicing EBM. In addition to acquiring skills in information retrieval and critical appraisal, understanding a patient's background leads to understanding the significance of learning EBM, which improves students' motivation to learn EBM.</p><p><strong>Conclusions: </strong>This study identified five themes that promote undergraduate EBM education. Curriculum development incorporating these elements would improve EBM education in Japan and other countries.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9904999/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10717569","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":"Do incoming residents vary in measures of emotional status even prior to residency training?","authors":"Jeanne L Jacoby,&nbsp;Amy B Smith,&nbsp;Robert D Barraco,&nbsp;Marna Rayl Greenberg,&nbsp;Elaine A Donoghue,&nbsp;Bryan G Kane,&nbsp;Jennifer E Macfarlan,&nbsp;Lauren M Crowley,&nbsp;Kevin R Weaver,&nbsp;Joann Farrell Quinn","doi":"10.5116/ijme.62cb.f308","DOIUrl":"https://doi.org/10.5116/ijme.62cb.f308","url":null,"abstract":"<p><strong>Objectives: </strong>To determine whether Empathy, Emotional Intelligence, and Burnout scores differ by specialty in incoming residents.</p><p><strong>Methods: </strong>This is a single-site, prospective, cross-sectional study. Three validated survey instruments, the Jefferson Scale of Physician Empathy, Maslach Burnout Inventory, and Emotional and Social Competency Inventory, were written into a survey platform as a single 125-question Qualtrics survey. Over three academic years, 2015-2017, 229 incoming residents across all specialties were emailed the survey link during orientation. Residents were grouped by incoming specialty with anonymity assured. A total of 229 responses were included, with 121 (52.8%) identifying as female. Statistical analysis was performed using the Analysis of Variance or Kruskal-Wallis test, Chi-Square or Fisher's Exact test, and Independent Samples t-test or Mann Whitney U test. A Bonferroni correction was applied for pairwise comparisons.</p><p><strong>Results: </strong>Family Medicine had a higher median Jefferson Scale of Physician Empathy score (127) compared to Emergency Medicine (115), (U=767.7, p=0.0330). Maslach Burnout Inventory depersonalization and personal accomplishment subcategory scores showed a significant difference between specialties when omnibus tests were performed, but pairwise comparisons with emergency medicine residents showed no differences. Differences were found in the Maslach Burnout Inventory categories of Depersonalization (χ²_{(8, N=229)} =15.93, p=0.0434) and Personal Accomplishment level (χ²_{(8, N=229)} =20.80, p=0.0077) between specialties.</p><p><strong>Conclusions: </strong>Differences in measures of well-being exist across specialties, even prior to the start of residency training. The implication for educators of residency training is that some incoming residents, regardless of specialty, already exhibit troublesome features of burnout, and resources to effectively deal with these residents should be developed and utilized.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9904997/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9279248","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":"Psychometric properties of a French version of the Jefferson Scale of Empathy.","authors":"Mariem Ghardallou,&nbsp;Chekib Zedini,&nbsp;Jihene Sahli,&nbsp;Thouraya Ajmi,&nbsp;Hedi Khairi,&nbsp;Ali Mtiraoui","doi":"10.5116/ijme.62d2.8497","DOIUrl":"https://doi.org/10.5116/ijme.62d2.8497","url":null,"abstract":"<p><strong>Objective: </strong>To assess the reliability and construct validity of a French version of the Jefferson Scale of Empathy-Students.</p><p><strong>Methods: </strong>A cross-sectional study was performed among undergraduate medical students in Tunisia. A total of 833 students completed a French version of the JSE-S using convenience sampling. To identify the internal consistency aspect of the reliability, Cronbach's alpha coefficient was computed. Moreover, to assess the construct validity, the sample was randomly divided into two groups. Data from the first group (n=415) were subjected to exploratory factor analysis (EFA), with principal axing factoring (PAF) and oblimin rotation, to re-examine the underlying factor structure of the scale. Data from the second group (n=419) were used for confirmatory factor analysis (CFA) to confirm its latent variable structure. Some goodness-of-fit indices were used to assess the hypothesized model. Gender groups were compared using a t-test to check the known-group validity.</p><p><strong>Results: </strong>Reliability analysis reported an acceptable level of internal consistency, with an overall Cronbach's alpha of 0.78 (95% CI [0.75,0.80]). EFA identified a two-factor structure, accounting for 27.4% of the total variance. The two-factor model produced good fit indices when item correlated errors were considered (χ²/df = 1.95, GFI = 0.92, CFI = 0.90, PCFI = 0.79, PGFI = 0.73 and RMSEA = 0.04). Female students had a statistically significant higher empathy scores than male students (t ₍₈₃₀₎ = - 4.16, p < .001).</p><p><strong>Conclusions: </strong>The findings support the construct validity and reliability of a French version of the JSE for medical students. This instrument appears to be useful for investigating empathy among French-speaking populations.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9904998/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9263410","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":"Medical students' confidence and competence with prescribing in ST-elevation myocardial infarction: a mixed-methods study.","authors":"Teeranan Angkananard,&nbsp;Panida Issarasenarak,&nbsp;Pawita Teerawattananon,&nbsp;Maneekarn Kosulawath,&nbsp;Varunrut Samrejphol,&nbsp;Kamolnetr Okanurak","doi":"10.5116/ijme.62c2.c33c","DOIUrl":"https://doi.org/10.5116/ijme.62c2.c33c","url":null,"abstract":"<p><strong>Objectives: </strong>To explore factors associated with prescribing confidence and competence of final-year medical students for prescribing antiplatelet and fibrinolytic agents in ST-segment elevation myocardial infarction (STEMI).</p><p><strong>Methods: </strong>The study was conducted among final-year medical students with a triangular convergent mixed-methods approach. First, an online survey was conducted using a voluntary sampling method with concurrent in-depth interviews performed. The survey data was analysed using descriptive statistics and paired t-tests, while survey factors were compared using the chi-squared or Fisher's exact test. The interview data were coded and analysed thematically. The relations between the qualitative and quantitative findings were finally described.</p><p><strong>Results: </strong>Totally 92 validly replied to the questionnaire, and 20 participated in the interviews. The quantitative analysis indicated that they had high competence in the diagnosis of STEMI and prescribing antiplatelet and fibrinolytic agents. The mean confidence score of prescribing for both was medium and was significantly lower in fibrinolytic agents. (M=3.3, SD=1.1 vs. M=2.8, SD=1.0, t₍₉₁₎=5.39, p<0.01). Their experience, knowledge, and mentoring were accounted for, considering the prescribing confidence factors in both approaches. Besides, providing guidelines and standing orders were derived from the interview data.</p><p><strong>Conclusions: </strong>This study has demonstrated that final-year medical students have a high ability to diagnose and prescribe essential medications in STEMI but tend to have low confidence in prescribing fibrinolytic agents. Experiential learning, mentorship and providing guidelines can help them, especially in emergency settings to prescribe confidently and safely. Further multicenter studies on undergraduate and graduate medical students' confidence and perspective of prescribing are required, especially for high-alert medications.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911138/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10789879","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":"A pedagogical model to enhance nurses' ability to support patient learning: an educational design research study.","authors":"Lena Engqvist Boman,&nbsp;Kay Sundberg,&nbsp;Lena-Marie Petersson,&nbsp;Malin Backman,&nbsp;Charlotte Silén","doi":"10.5116/ijme.62c2.b9c4","DOIUrl":"https://doi.org/10.5116/ijme.62c2.b9c4","url":null,"abstract":"<p><strong>Objectives: </strong>To design, apply, evaluate, and analyse a pedagogical model to enhance nurses' ability to create pedagogical encounters to support patients' learning.</p><p><strong>Methods: </strong>The study relies on an educational design research approach. A pedagogical model based on learning theories was designed, applied, evaluated, and analysed in a specialist nursing programme in cancer care. All students (n=28) who attended the programme accepted to participate in the evaluation of the model. Their perception of the learning activities was evaluated in a questionnaire, and 16 (57%) students responded. The students' learning was assessed in written assignments, including all students. Descriptive statistics, content analysis and theoretical reasoning, were used to analyse data and interpret the usefulness and shortcomings of the model.</p><p><strong>Results: </strong>The most appreciated learning activities were to study learning theories, observe pedagogical encounters, act as a critical friend, and document one's own pedagogical encounters. The written assignments about observing and performing their own pedagogical encounters with patients showed students' increased awareness of how to support patients' learning. The clinical supervisors' lack of pedagogical knowledge inhibited the feedback on students' performances.</p><p><strong>Conclusions: </strong>The theoretical analysis of the evaluation identified strengths and needs for further development. The strengths tend to be the ongoing learning process created by learning activities supporting students to continuously study, experience, and apply their knowledge. Nurse supervisors and other stakeholders at the clinics are suggested to be involved in improving the design and require pedagogical competence. Further research should include observational and interview studies related to students' performance in pedagogical encounters.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911139/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10789878","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":"Management of Malpositioned Double-Lumen Tubes: A Simulation-Based Training Exercise for Anesthesiology Residents","authors":"B. Hierlmeier, A. Prem, Suwarna Anand, A. Lerant, Galina Ostrovsky","doi":"10.3390/ime1010003","DOIUrl":"https://doi.org/10.3390/ime1010003","url":null,"abstract":"Objectives: Demonstrate the feasibility and effectiveness of using the AirSim® Bronchi airway simulator to teach anesthesia residents how to successfully troubleshoot and manage malpositioned double-lumen endotracheal tubes used for single-lung ventilation. Design: Prospective observational study. Setting: Simulation lab in a university-based anesthesiology residency training program. Participants: CA1 (PGY2) anesthesiology residents. Interventions: Each resident was initially tasked with troubleshooting a malpositioned double-lumen tube (DLT) on an AirSim® Bronchi (Trucorp, Craigavon, UK) airway simulator in one of the three positions and was timed on their performance. This first simulation was followed by completion of a survey that assessed the resident’s level of confidence in repositioning a malpositioned DLT. Following the initial simulation, a didactic presentation was given to the residents on the management of malpositioned DLTs using a protocol, followed by a practice session. Two months later, each resident repeated the simulation exercise. A follow-up survey was conducted after each simulation, assessing the quality of the curriculum and subsequent level of confidence in performing the same tasks using a five-point Likert scale. Measurements and Main Results: Ten residents at the University of Mississippi Medical Center completed the simulation exercises and curriculum. The average time it took to troubleshoot the malpositioned DLT during the first simulation was 139 s, with only 30% of the residents correctly identifying the specific malposition and 40% correctly repositioning the DLT after initial malposition. The repeat simulation after two months showed significant improvement in efficiency, with the average time to complete the task decreasing from 139 s to 56 s. During the second simulation exercise, all 10 residents were able to correctly identify the DLT malposition and correctly reposition the DLT to the correct position. Additionally, residents’ confidence levels in managing a malpositioned DLT improved significantly. Initially, 70% of the residents reported a lack of confidence in identifying and correcting a malpositioned DLT, but after the didactic curriculum and simulation training, 100% of the residents reported confidence in completing the task. Conclusions: The AirSim® Bronchi (Trucorp, Craigavon, UK) simulator can be used to effectively teach and evaluate residents on correctly identifying and repositioning a malpositioned DLT. The residents’ performance and level of confidence were evaluated before and after the simulation curriculum. The results reveal that simulation-based training is an effective educational tool for improving clinical performance and confidence in identifying and appropriately managing a malpositioned DLT.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76064740","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":"R Statistics: survey and review of packages for the estimation of Rasch models.","authors":"John M Linacre","doi":"10.5116/ijme.629d.d88f","DOIUrl":"https://doi.org/10.5116/ijme.629d.d88f","url":null,"abstract":"<p><strong>Abstract: </strong>R Statistics is a comprehensive and widely-used suite of packages for statistical operations. From 27 R packages indexed with the word \"Rasch\", 11 packages capable of Rasch estimation and analysis are identified and critiqued. A commercial Rasch application is included for comparison. Three R data frames are used. A larger and a smaller 0/1 data frame are analyzed with the Dichotomous Rasch Model. A polytomous 0/1/2 data frame is analyzed with the Partial Credit Model. The R packages can all use the same data frame. They are easy to use and mostly fast, though their documentation is generally skimpy. Every package has obvious shortcomings, but the unique features of each package could make them all useful. For general Rasch estimation and fit analysis of dichotomous data, three packages stand out: eRm, TAM and autoRasch. Two packages stand out for polytomous data: TAM and autoRasch.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9902209/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10721365","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":"Impact of educational instruction on medical student performance in simulation patient.","authors":"Logan D Glosser,&nbsp;Conner V Lombardi,&nbsp;Wade A Hopper,&nbsp;Yixing Chen,&nbsp;Alexander N Young,&nbsp;Elliott Oberneder,&nbsp;Sprio Veria,&nbsp;Benjamin A Talbot,&nbsp;Shirley M Bodi,&nbsp;Coral D Matus","doi":"10.5116/ijme.62a5.96bf","DOIUrl":"https://doi.org/10.5116/ijme.62a5.96bf","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to evaluate the effects, and timing of, a video educational intervention on medical student performance in manikin-based simulation patient encounters.</p><p><strong>Methods: </strong>This prospective mixed-methods study was conducted as part of the University of Toledo College of Medicine and Life Sciences undergraduate medical curriculum. One hundred sixty-six students second-year students participated in two simulations on a single day in September 2021. A 7-minute video intervention outlining the clinical diagnostic approach to pulmonary complaints was implemented. Students were randomized into 32 groups which were divided into two cohorts. One received the video prior to simulation-1 (n=83) and the other between simulation-1 and simulation-2 (n=83). Each simulation was recorded and assessed using a 44-point standardized checklist. Comparative analysis to determine differences in performance scores was performed using independent t-tests and paired t-tests.</p><p><strong>Results: </strong>Independent t-tests revealed the video-prior cohort performed better in simulation-1 (t₍₃₀₎= 2.27, p= .03), however in simulation-2 no significant difference was observed between the cohorts. Paired t-test analysis revealed the video-between cohort had significant improvement from simulation-1 to simulation-2 (t₍₁₅₎= 3.06, p = .01); no significant difference was found for the video-prior cohort. Less prompting was seen in simulation-2 among both the video-prior (t₍₁₅₎= -2.83, p= .01) and video-between cohorts (t₍₁₅₎= -2.18, p= .04).</p><p><strong>Conclusions: </strong>Simulation training, and targeted educational interventions, facilitate medical students to become clinically competent practitioners. Our findings indicate that guided video instruction advances students' clinical performance greater than learning through simulation alone. To confirm these findings, similar investigations in other clinical training exercises should be considered.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911140/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9299212","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":"Breaking barriers: widening participation for cross-cultural faculty development in Japan.","authors":"Sayaka Oikawa,&nbsp;Maham Stanyon,&nbsp;Shuntaro Aoki,&nbsp;Yoko Moroi,&nbsp;Kiyotaka Yasui,&nbsp;Megumi Yasuda,&nbsp;Takumi Kawai,&nbsp;Yayoi Shikama,&nbsp;Koji Otani","doi":"10.5116/ijme.6299.c9f6","DOIUrl":"https://doi.org/10.5116/ijme.6299.c9f6","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9902169/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10315793","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}