International Journal of Medical Education最新文献

{"title":"An innovative assessment tool for evaluating narrative feedback quality among Medicine and Biomedical Sciences students.","authors":"Michelle M J Jacobs, Pauline M van Son, Alwin Scharstuhl, Petra J van Gurp, Esther Tanck","doi":"10.5116/ijme.64f6.df43","DOIUrl":"10.5116/ijme.64f6.df43","url":null,"abstract":"<p><strong>Objectives: </strong>To develop a reliable instrument to objectively assess feedback quality, to use it for assessment of the quality of students' narrative feedback and to be used as a self-assessment instrument for students in their learning process.</p><p><strong>Methods: </strong>In a retrospective cohort study, 635 feedback narratives, provided by small groups of Medicine and Biomedical Sciences undergraduate students, have been extracted from available quarterly curriculum evaluation surveys. A rubric was developed based on literature and contents of our feedback education. It consists of seven subitems and has a maximum score of 20 points (sufficient score: >10 points). Rubric reliability was evaluated using intra-class correlation. The rubric was tested by analysing the feedback narratives. To test progression, we compared rubric scores between study years with a Kruskal-Wallis analysis and Dunn's post-hoc testing with Bonferroni correction.</p><p><strong>Results: </strong>The rubric has an intra-class correlation of 0.894. First year students had a mean rubric score of 11.5 points (SD 3.6), second year students 12.4 (SD 3.4) and third year students 13.1 (SD 3.6). Kruskal-Wallis testing showed significant differences in feedback quality between study years (χ²(2, N=635) = 17.53, p<0.001). Dunn's post-hoc test revealed significant differences between study years one and two (p=0.012) and one and three (p<0.001).</p><p><strong>Conclusions: </strong>The developed rubric is a reliable instrument to assess narrative feedback quality. Students were able to provide feedback of sufficient quality and quality improved across study years. The instrument will allow students to assess themselves and learn where there is still room for improvement.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"147-154"},"PeriodicalIF":3.1,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41235151","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 utility of adaptive eLearning data in predicting dental students' learning performance in a blended learning course.","authors":"Farhan H Alwadei, Blasé P Brown, Saleh H Alwadei, Ilene B Harris, Abdurahman H Alwadei","doi":"10.5116/ijme.64f6.e3db","DOIUrl":"10.5116/ijme.64f6.e3db","url":null,"abstract":"<p><strong>Objectives: </strong>To examine the impact of dental students' usage patterns within an adaptive learning platform (ALP), using ALP-related indicators, on their final exam performance.</p><p><strong>Methods: </strong>Track usage data from the ALP, combined with demographic and academic data including age, gender, pre- and post-test scores, and cumulative grade point average (GPA) were retrospectively collected from 115 second-year dental students enrolled in a blended learning review course. Learning performance was measured by post-test scores. Data were analyzed using correlation coefficients and linear regression tests.</p><p><strong>Results: </strong>The ALP-related variables (without controlling for background demographics and academic data) accounted for 29.6% of student final exam performance (R²=0.296, F_(10,104)=4.37, p=0.000). Positive significant ALP-related predictors of post-test scores were improvement after activities (β=0.507, t₍₁₀₄₎=2.101, p=0.038), timely completed objectives (β=0.391, t₍₁₀₄₎=2.418, p=0.017), and number of revisions (β=0.127, t₍₁₀₄₎=3.240, p=0.002). Number of total activities, regardless of learning improvement, negatively predicted post-test scores (β= -0.088, t₍₁₀₄₎=-4.447, p=0.000). The significant R² change following the addition of gender, GPA, and pre-test score (R²=0.689, F_{(13, 101)}=17.24, p=0.000), indicated that these predictors explained an additional 39% of the variance in student performance beyond that explained by ALP-related variables, which were no longer significant. Inclusion of cumulative GPA and pre-test scores showed to be the strongest and only predictors of post-test scores (β=18.708, t₍₁₀₁₎=4.815, p=0.038) and (β=0.449, t₍₁₀₁₎=6.513, p=0.038), respectively.</p><p><strong>Conclusions: </strong>Track ALP-related data can be valuable indicators of learning behavior. Careful and contextual analysis of ALP data can guide future studies to examine practical and scalable interventions.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"137-144"},"PeriodicalIF":3.1,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693956/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41118450","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":"COVID-19 and medical education in Japan: a struggle for fairness and transparency.","authors":"Yudai Kaneda, Yuka Higuchi, Makoto Yoshida, Yoshika Saito","doi":"10.5116/ijme.6512.8cb5","DOIUrl":"10.5116/ijme.6512.8cb5","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"145-146"},"PeriodicalIF":3.1,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693954/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41119752","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":"Decline of Empathy among Healthcare Apprentices","authors":"Mohammed O. Razi, Rinat Fouzia, Mohammed S. Razzaque","doi":"10.3390/ime2040022","DOIUrl":"https://doi.org/10.3390/ime2040022","url":null,"abstract":"Empathy is a crucial human quality that enables healthcare professionals to connect with patients, providing physical and emotional support to enhance patient-centered care. Empathy in healthcare is critical for establishing patient-provider (healthcare) trust, increasing patient satisfaction, and, eventually, delivering high-quality healthcare. However, there is growing concern about the declining levels of empathy among healthcare providers, partly related to increased workload, burnout, and empathic distress fatigue. Moreover, the recent emphasis of medical education on the technical aspects of healthcare over empathetic care also contributed to the decline of empathy among healthcare providers with compromised patient care. This brief article summarizes the potential causes and consequences of declining empathy in medical practice with future implications on the quality of humanized healthcare.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481414","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":"Core components of an anti-racist approach among health professions educators: an integrative review.","authors":"Amelie Blanchet Garneau, Patrick Lavoie, Vanessa Sit, Catherine Laurent Sédillot","doi":"10.5116/ijme.64e9.b6b4","DOIUrl":"10.5116/ijme.64e9.b6b4","url":null,"abstract":"<p><strong>Objectives: </strong>This integrative literature review aimed to identify the core elements of an anti-racist approach among health professions educators.</p><p><strong>Methods: </strong>We searched five databases CINAHL (EBSCOhost), ERIC (ProQuest Dissertations & Thesis Global), EMBASE (Ovid), MEDLINE (Ovid), and Web of Science (Social Sciences Citation Index, Citation Index Expanded) in March 2021. The search strategy combined concepts related to anti-racist pedagogies in the context of health professions education by educators in any capacity. From 1,755 results, we selected 249 manuscripts published in English or French between 2008 and 2021 based on titles and abstracts. After reviewing the full texts, we selected the 48 most relevant sources. We extracted data regarding knowledge, skills, and attitudes in reference to anti-racist approaches or surrogate terms. Within each category, we grouped similar data using a conceptual map.</p><p><strong>Results: </strong>Analysis of the selected sources revealed that, for health professions educators, engaging in an anti-racist pedagogical approach requires more than incorporating racialized perspectives and content into the classroom. It rather rests on three interrelated components: developing a critical understanding of power relationships, moving toward a critical consciousness, and taking action at individual and organizational levels.</p><p><strong>Conclusions: </strong>This review sheds light on knowledge, attitudes and skills that educators must deploy to adopt an anti-racist approach competently. This approach is a learned, intentional, and strategic effort in which health professions educators incorporate anti-racism into their teaching and apply anti-racist values to their various spheres of influence. This ongoing process strives for institutional and structural changes and requires whole-system actions.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"131-136"},"PeriodicalIF":3.1,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693961/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10284950","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 the COVID-19 Pandemic Taught Medical Educators in the Caribbean about Online Clinical Teaching","authors":"Sandra D. Reid, Bidyadhar Sa, Stanley Giddings, Reisha Rafeek, Shala Singh, Patrick Harnarayan, Niall Farnon","doi":"10.3390/ime2030021","DOIUrl":"https://doi.org/10.3390/ime2030021","url":null,"abstract":"The pandemic forced final year clinical students in six health-profession programs in a Caribbean University to suddenly transition from a clinical learning environment to an exclusively online environment for clinical instruction. The change in curriculum delivery allowed students to compare teaching of clinical skills using clinical and online learning environments. In June 2020, 278 students (78% response rate) completed a survey rating the online teaching experience. Students from each discipline also participated in a focus group discussion. Of the sample, 88% of students felt that the online environment was enthusiastic and stimulating but did not view it as satisfactory for skills transfer; 77% felt connected with their teachers but deprived of the social connectedness, peer support, and vicarious learning afforded by face-to-face instruction. Clinical students perceived the online environment as a convenient and beneficial platform to deliver didactic components of the clinical curriculum, thus providing downtime for students and ensuring equitable exposure of all students to all teachers. In the post-pandemic era, medical teachers should make the effort to maintain and refine online approaches, not just for use in times of emergency, but for integration into curriculum delivery strategies to improve the clinical learning environment and student satisfaction, while maintaining the hands-on method of clinical instruction.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740450","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":"Determining intra-standard-setter inconsistency in the Angoff method using the three-parameter item response theory.","authors":"Mohsen Tavakol, David O'Brien, Claire Stewart","doi":"10.5116/ijme.64ed.e296","DOIUrl":"10.5116/ijme.64ed.e296","url":null,"abstract":"<p><strong>Objectives: </strong>To measure intra-standard-setter variability and assess the variations between the pass marks obtained from Angoff ratings, guided by the latent trait theory as the theoretical model.</p><p><strong>Methods: </strong>A non-experimental cross-sectional study was conducted to achieve the purpose of the study. Two knowledge-based tests were administered to 358 final-year medical students (223 females and 135 males) as part of their normal summative programme of assessments. The results of judgmental standard-setting using the Angoff method, which is widely used in medical schools, were used to determine intra-standard-setter inconsistency using the three-parameter item response theory (IRT). Permission for this study was granted by the local Research Ethics Committee of the University of Nottingham. To ensure anonymity and confidentiality, all identifiers at the student level were removed before the data were analysed.</p><p><strong>Results: </strong>The results of this study confirm that the three-parameter IRT can be used to analyse the results of individual judgmental standard setters. Overall, standard-setters behaved fairly consistently in both tests. The mean Angoff ratings and conditional probability were strongly positively correlated, which is a matter of inter-standard-setter validity.</p><p><strong>Conclusions: </strong>We recommend that assessment providers adopt the methodology used in this study to help determine inter and intra-judgmental inconsistencies across standard setters to minimise the number of false positive and false negative decisions.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"123-130"},"PeriodicalIF":3.1,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693949/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10198271","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":"Student Perception of Knowledge and Skills in Pharmacology and Pharmacotherapy in a Bachelor’s Medical Curriculum","authors":"Rahul Pandit, Merel C. S. Poleij, Mirjam A. F. M. Gerrits","doi":"10.3390/ime2030020","DOIUrl":"https://doi.org/10.3390/ime2030020","url":null,"abstract":"Background: Pharmacology and pharmacotherapy (P&PT) is a foundational subject within the medical curriculum, preparing students for safe prescribing. The characteristics of students entering medical school change with time, and novel insights on teaching and learning also become available. A periodic review of the curriculum is required to investigate whether the current P&PT teaching optimally supports learning. Methods: To investigate this, the students’ perceptions of their knowledge and competence in various P&PT topics were studied. A total of 152 third-year bachelor’s students were invited to answer a 40-point online questionnaire. Results: The response rate for completing the questionnaire was 32% (N = 49). Students valued P&PT teaching, did not skip P&PT topics and desired more P&PT classes. Interestingly, students were hesitant to use recommended literature and textbooks to prepare themselves for classes. Concerning perceptions of knowledge and competence, students rated lower confidence in prescription writing skills and knowledge of drugs acting on the central nervous system. Conclusions: Although there are many positive elements within the current curriculum, the incorporation of teaching methodologies to ensure active student engagement is warranted. These modifications are essential to properly training the current generation of medical students for their role as future prescribers. A relatively low response rate and overestimation of one’s competencies remain potential biases in the study.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"29 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78144690","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 development of clinical reasoning throughout the training and career of psychiatrists in Singapore.","authors":"Daniel Poremski, Kay Wee Kwang, Felix Rene Zhi Yuan Lim, Yiqing Yan, Giles Ming-Yee Tan, Kang Sim","doi":"10.5116/ijme.64d9.e64b","DOIUrl":"10.5116/ijme.64d9.e64b","url":null,"abstract":"<p><strong>Objectives: </strong>The current study sought to explain how different professional experiences led Singaporean psychiatrists to alter their clinical reasoning processes as their careers evolved from psychiatry residents to senior consultant psychiatrists.</p><p><strong>Methods: </strong>The current qualitative study interviewed 26 clinicians at various stages of their psychiatric career, spanning residents to senior psychiatrists.  The authors used a constructivist grounded theory approach to structure the collection and analysis of data. Analyses produced a dense theoretical explanation rooted in the experiences of participants.</p><p><strong>Results: </strong>Several differences emerged between the way psychiatry residents and senior psychiatrists explained their reasoning process and the experiences on which they based their preference. Residents preferred using deductive logic-driven frameworks that were diagnosis-centric, because of the pressures they experienced during their training and assessments. Senior psychiatrists emphasized a more holistic and problem-centric approach. Participants attributed the changes that occurred over time to practical experiences, such as their greater clinical responsibility and independence, and individual experiences, such as growing sensitivity to the clinical reasoning process or their growing propensity for professional reflectiveness. These changes manifest as an increase in repertoire and flexibility in deployment of different clinical reasoning strategies.</p><p><strong>Conclusions: </strong>It is important for trainees to be aware of the deductive and inductive modes of clinical reasoning during supervision and to be comfortable with shifting clinical focus from diagnoses to specific individual problems. Training programs should provide and plan adequate longitudinal clinical exposure to develop clinical reasoning abilities in a way that allows consequences of decisions to be explored. Continued faculty development to ease the diversification of clinical reasoning skills should be encouraged, as should reflectivity in the learners during clinical supervision.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"108-116"},"PeriodicalIF":3.1,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693957/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10144424","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":"Prompt Engineering in Medical Education","authors":"Thomas F. Heston, Charya Khun","doi":"10.3390/ime2030019","DOIUrl":"https://doi.org/10.3390/ime2030019","url":null,"abstract":"Artificial intelligence-powered generative language models (GLMs), such as ChatGPT, Perplexity AI, and Google Bard, have the potential to provide personalized learning, unlimited practice opportunities, and interactive engagement 24/7, with immediate feedback. However, to fully utilize GLMs, properly formulated instructions are essential. Prompt engineering is a systematic approach to effectively communicating with GLMs to achieve the desired results. Well-crafted prompts yield good responses from the GLM, while poorly constructed prompts will lead to unsatisfactory responses. Besides the challenges of prompt engineering, significant concerns are associated with using GLMs in medical education, including ensuring accuracy, mitigating bias, maintaining privacy, and avoiding excessive reliance on technology. Future directions involve developing more sophisticated prompt engineering techniques, integrating GLMs with other technologies, creating personalized learning pathways, and researching the effectiveness of GLMs in medical education.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"18 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82663675","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}