International Journal of Medical Education最新文献

{"title":"Review of ultrasound-guided labeling: exploring its potential in teaching cadaveric ligaments during anatomical dissection courses.","authors":"Felix Margenfeld, Adib Zendehdel, Giorgio Tamborrini, Amélie Poilliot, Magdalena Müller-Gerbl","doi":"10.5116/ijme.65ae.4782","DOIUrl":"10.5116/ijme.65ae.4782","url":null,"abstract":"<p><strong>Objectives: </strong>This scoping review aimed to give an overview of the existing literature about ultrasound-guided labeling techniques of human cadaver ligaments and tried to work out the possibilities of integrating ultrasound into dissection courses.</p><p><strong>Methods: </strong>A literature review was carried out on the 3rd of January 2023, with relevant studies discovered in the following databases: MEDLINE, EMBASE, CENTRAL, BIOSIS Previews and Web of Science Core Collection. Grey literature was also considered. The reference lists of all relevant papers were scanned. Only ultrasound studies on human cadaver ligaments were included. The included studies' general characteristics and ultrasound-guided approaches to label the ligaments were taken from them and examined.</p><p><strong>Results: </strong>The search found 8899 matches, but only 96 of them met the criteria. The transverse carpal ligament (15.62%) and the annular pulleys (19.79%) were the ligaments that had received the greatest research attention. Twenty-three studies are included in the methodological analysis. Both the marking substrate and the injected volume were diverse. Although 65% of the included studies achieved 100% accuracy using the ultrasound directed labeling approaches.</p><p><strong>Conclusions: </strong>Ultrasound-guided labeling techniques achieve a high accuracy. Therefore, this methodology could be a potential teaching tool for students during the dissection course. But caution is advised in drawing general conclusions because of the small sample sizes and different methodologies in the studies. Future larger-scale research is necessary.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11290136/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681079","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":"Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education.","authors":"Kingthong Anurat, Sorawut Thamyongkit, Samart Pakakasama, Sutida Sumrithe","doi":"10.5116/ijme.659b.d08c","DOIUrl":"10.5116/ijme.659b.d08c","url":null,"abstract":"<p><strong>Objectives: </strong>To assess the correlation between mentor behaviours and medical student burnout and their professional development within medical education.</p><p><strong>Methods: </strong>A cross-sectional study using convenience sampling was conducted among third-, fifth-, and sixth-year medical students (N=307). Participants voluntarily completed anonymous online questionnaires measuring the Mentor Behavior Scale, the Maslach Burnout Inventory-Student Survey, and the Professional Self-Identity Questionnaire. Multivariate regression analysis was performed to analyse relationships between student burnout, mentor behaviours and their impact on professional development.</p><p><strong>Results: </strong>Among participants, 26% (N=80) experienced burnout, which was significantly associated with lower competency support (OR = 2.0, 95% CI: 1.1-3.5, p = 0.016), medication use (OR = 2.1, 95% CI: 1.1-4.0, p = 0.029), and a lower Grade Point Average (OR = 3.3, 95% CI: 1.6-6.9, p = 0.001) compared to non-burnout students. In the development of professional identity, a high level of mentor relationship structure had statistically significant associations with higher scores in key domains of the Professional Self-Identity Questionnaire, including teamwork (OR = 3.9, 95% CI: 1.5-9.9, p < 0.01), communication (OR = 3.4, 95% CI: 1.5-7.7, p < 0.01), ethical awareness (OR = 3.3, 95% CI: 1.4-8.0, p < 0.01), and record use (OR = 2.8, 95% CI: 1.2-6.5, p < 0.05).</p><p><strong>Conclusions: </strong>The impact of mentor behaviours on medical students is evident. Enhancing mentorship by addressing specific mentor behaviours can improve programme quality. Future research should explore the long-term effects and strategies for effectively implementing targeted enhancements in mentor behaviours.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11288619/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139569803","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":"Application of Kern's framework to development of a family integrated care curriculum for neonatal intensive care units.","authors":"Pilar Zanoni, Karen M Benzies, Deborah A McNeil","doi":"10.5116/ijme.6566.4b2c","DOIUrl":"10.5116/ijme.6566.4b2c","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285028/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139086826","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":"Developing and optimizing an equitable and mutually beneficial virtual global health education partnership.","authors":"Bianca Nfonoyim, Madeline Chandra, Betsy Bate, Karen Ekotto, Emmanuel Jongwane, Lucie Ngaba, Pierre Ngaba, Vera Njock, Leonel Toledo, Andrew Steenhoff, Morgan Congdon, Charlotte Ekoube","doi":"10.5116/ijme.6563.1b81","DOIUrl":"10.5116/ijme.6563.1b81","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11290135/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139048641","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":"Assessing the effectiveness of a digital, case-based learning platform for cancer pain management in residency training.","authors":"Saowanee Sawang, Rattaphol Seangrung, Nuj Tontisirin, Panita Wanpiroon","doi":"10.5116/ijme.6563.251d","DOIUrl":"10.5116/ijme.6563.251d","url":null,"abstract":"<p><strong>Objectives: </strong>To determine the effectiveness of self-directed, case-based learning in cancer pain management via a digital learning platform (e-CBL) in interdisciplinary residents' knowledge and critical thinking skill level.</p><p><strong>Methods: </strong>The prospective observational study was conducted on 51 first- and second-year residents from anesthesiology, surgery, and family medicine who had not received training in the management of cancer pain and were invited to participate by their Program Director. Participants voluntarily underwent e-CBL in cancer pain management using four modules (pain assessment, principles of pain management, pharmacological techniques, and non-pharmacological techniques) at their convenience within seven days via the Moodle platform. All participants underwent pre-and post-test assessments of knowledge and rated their satisfaction with the training on a 0-10 scale. Thirty-two residents completed Cornell Critical Thinking Test Level Z. Paired t-tests assessed changes, and the effect size was estimated by Cohen's d. A p-value < .05 was considered statistically significant.</p><p><strong>Results: </strong>Knowledge and critical thinking test results significantly improved after the training (M=68, SD=16.99 to M=86, SD=13.96 correct responses; t₍₅₀₎=11.24, p<.001, Cohen's d=1.56 for knowledge) and (M=39.8, SD=13.7 vs. M=46.1, SD=10.2 correct responses; t₍₃₁₎=-3.67, p=.001, Cohen's d=0.65 for critical thinking test). Satisfaction of learning experiences for convenience and understandability was high (M=9.4, SD=0.8).</p><p><strong>Conclusions: </strong>Use of the e-CBL improved knowledge in cancer pain management and critical thinking skills. This digital platform could play an important role in the future of pain education. Further investigation, including a control group, is warranted.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285026/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138799339","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":"Educational supervisor's perceptions of their role in supporting residents' learning: a qualitative study.","authors":"Cecilie N Birkeli, Karin Isaksson Rø, Lisbeth Rustad, Monika Kvernenes","doi":"10.5116/ijme.6544.cf18","DOIUrl":"10.5116/ijme.6544.cf18","url":null,"abstract":"<p><strong>Objectives: </strong>During the past decade, educational supervision (ES) has gained popularity as a key support mechanism in residents' training. However, few studies have mapped physicians' understanding of their roles as educational supervisors. This study aims to explore how supervisors experience this role and how they approach providing support to residents.</p><p><strong>Methods: </strong>We employed qualitative methodology and conducted semi-structured interviews with 13 senior hospital physicians regarding their experiences as educational supervisors. Participants were recruited via e-mail and snowball sampling. Interview transcripts were analysed using inductive systematic text condensation following a four-step procedure: (i) total impression (ii) identifying and sorting meaning units (iii) condensation from code to meaning (iv) synthesising condensation from description and concepts.</p><p><strong>Results: </strong>Our analysis yielded four main themes. We found that while ES was considered important in theory, its purpose appeared unclear in everyday practise. Second, ES was associated with filling multiple and sometimes contradictory expectations. Third, establishing a good relationship between residents and supervisors was considered critical for effective ES. Finally, being a supervisor was described as experiencing a personal cost in the absence of support and resources.</p><p><strong>Conclusions: </strong>The many roles embedded in attending physicians' understanding of ES indicate a wide definition of the supervisory role. Supervisors contribute to residents' training by ensuring educational quality while upholding quality in patient care. Educational supervisors considered themselves to be vital sources of support for residents, but found their role unclear in everyday practice. They strove to manage different expectations resulting from lack of supportive organisational structures.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693950/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138176169","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":"Impostor phenomenon and ambiguity tolerance in practicing physical therapists: an explorato-ry correlational study","authors":"Melissa Carroll, Sean Griech","doi":"10.5116/ijme.6532.4c20","DOIUrl":"https://doi.org/10.5116/ijme.6532.4c20","url":null,"abstract":"Objectives Investigate the prevalence and contextualize the relationship of impostor phenomenon (IP) and ambiguity tolerance (AT) in practicing physical therapists (PTs). Methods Online survey including demographic questions, Clance Impostor Phenomenon Scale (CIPS), and Tolerance of Ambiguity Scale (TAS). Descriptive analyses assessed (N = 422) demographic data, CIPS, and TAS scores. Chi-square tests determined distribution across demographic variables. Kruskal-Wallis tests assessed differences between CIPS and TAS. Age was a proxy for career stage in Pearson product-moment correlations to assess relationships between CIPS and TAS. Results In practicing PTs (M age = 42.12, SD = 12.34), moderate (48.6%; n = 205) to frequent (26.8%; n = 113) IP feelings were prevalent, but only 31.5% (n = 133) were true impostors. Significant differences exist in clinical experience for CIPS, H(7, n = 422) = 67.82, p <.001 and TAS, H(7, n = 422) = 21.79, p= .003. Most PTs tolerate ambiguity (M = 54.93, SD = 8.19). A moderate negative correlation between age and CIPS, r = -.36, p <.001 and a small negative correlation between age and TAS, r=-.19, p <.001 exists. Age accounts for 13% of the variance per IP and 3.6% variance per TAS score. A small positive relationship exists between CIPS and TAS, r = .10, p <.05. Conclusions Practicing PTs experience moderate to frequent IP and are ambiguity tolerant. Clinical experience is inversely related to IP and AT. Almost half of early-career PTs feel like impostors, which can lead to decreased job satisfaction, burnout, psychological distress, feelings of self-doubt, and depression.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135186372","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":"Framing asynchronous interprofessional education: a qualitative study on medical, physiotherapy and nursing students.","authors":"Matthew Grace, Arden Azim, Sarah Blissett, Amy Keuhl, Sarah Wojkowski, Matthew Sibbald","doi":"10.5116/ijme.6531.02ac","DOIUrl":"10.5116/ijme.6531.02ac","url":null,"abstract":"Objectives To explore how virtual, asynchronous modules can be used in interprofessional health education curricula and to identify any advantages and shortcomings of asynchronous interprofessional education. Methods A sample of 27 health professional students who attended in-person interprofessional education workshops at the McMaster Centre for Simulation-Based Learning from 2019-2020 were recruited through email discourse. Participants were asked to complete an asynchronous interprofessional education module and take part in a semi-structured interview that was recorded and transcribed verbatim. Techniques of direct content analysis were used to analyze the qualitative data from recorded transcripts. Results The following emergent themes from participants’ responses were identified: 1) the modules, as well as the features interspersed throughout, taught strategies for conflict resolution and interprofessional communication, 2) the modules have utility in preparing students for future interprofessional learning, 3) the convenience of virtual asynchronous modules introduces a sense of learner safety, and 4) a sense of isolation and fatigue was identified as a consequence of the lack of face-to-face interaction in these modules. Conclusion Asynchronous interprofessional education modules may be best suited to prepare students for future interprofessional learning in a synchronous setting. Asynchronous modules effectively provide an introduction to interprofessional objectives such as conflict resolution and role clarification, yet the competency of team functioning is more difficult to achieve in an asynchronous environment. Future studies may focus on establishing a sequence of completing asynchronous modules for ideal development of interprofessional competencies in health professions learners.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71481266","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":"Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion","authors":"Santosh Patel","doi":"10.3390/ime2040025","DOIUrl":"https://doi.org/10.3390/ime2040025","url":null,"abstract":"Reflection facilitates medical education and professional practice by enhancing active and deep learning from experiences. The reflection period is a time for self-awareness and self-assessment of learning events and experiences to improve future experiences (e.g., skill acquisition). Advocates for reflection suggest that reflective practice has the power to enhance professionalism as it provides an opportunity for critical thinking. It can be of variable length and depth; however, the process should be explorative and factual. Critical reflection is a broader and in-depth consideration of historical, cultural and political contexts to challenge and change one’s or a group’s assumptions and actions. Although the process is beneficial to achieving the intended learning objectives, its impact on educational and clinical outcomes remains unclear in anaesthesia. The usefulness of reflection in the learning process or work practices varies depending on personal, professional and organisational factors. Several models and approaches are described to facilitate the reflection process. However, assessment of reflection within the curriculum boundaries and for workplace-based learning activities is complex and challenging due to the lack of validated tools for different types of reflection. PubMed and Google Scholar were searched for articles on reflection and its application in anaesthesia. The anaesthesia literature has minimal information on the theoretical and research aspects of reflective learning and teaching. This review aims to outline the purpose of reflection, discuss the utilisation of commonly used reflection models and underline the intricacy of reflection in anaesthesia learning, teaching and practice. This article highlights crucial factors which may foster or hinder reflection and its effectiveness in achieving meaningful intended outcomes.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909186","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":"Student Perception of Online Teaching in Undergraduate Dental Education in Bangladesh: A Qualitative Study","authors":"Shegufta Mohammad, Labuda Sultana, Salahuddin Al Azad, Nurun Nahar, Vikram Chode, Sayeeda Rahman, Md Anwarul Azim Majumder","doi":"10.3390/ime2040024","DOIUrl":"https://doi.org/10.3390/ime2040024","url":null,"abstract":"During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching–learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6–8 participants (N = 16, the male/female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among dental students. With the help of the trigger questions, the facilitator and moderators conducted both FGDs. By analyzing the focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after-class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30–45 min, and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching–learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject such as dentistry requires a special training program, online content preparation, and interactive lesson delivery setup, which are big challenges for a resource-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development, the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135569213","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}