International Journal of Medical Education最新文献

{"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":"COVID-19 (SARS-CoV-2) is one of the most devastating viral outbreaks of modern history, with serious impacts on medical systems and clinical practice. Despite evidence that medical practice is slowly adapting to manage the considerable health effects of COVID-19, many teaching environments have not formally integrated COVID-19 into their curriculum.1-3 There is a need for COVID-19 specific education and curriculum development, and for the evolving scientific knowledge base to be shared globally across medical schools.4 This is because the magnitude of illness and risk for mortality associated with the novel COVID-19 virus requires that all students have the capacity to integrate COVID-19 learning into their clinical practice and reasoning, decision making, and patient management.1-3","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"75-76"},"PeriodicalIF":3.1,"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}

{"title":"Transformation of Indonesian Health System: The Impact on Medical Education","authors":"G. Octavius, Rhendy Wijayanto, T. Yanto","doi":"10.3390/ime2020009","DOIUrl":"https://doi.org/10.3390/ime2020009","url":null,"abstract":"Indonesia is currently revamping its medical sector—a process dubbed medical transformation. In place of this transformation, medical education has also received spotlights due to the number of medical universities and the lack of medical specialists in Indonesia. Therefore, several plans will revolutionize Indonesian medical education and its health system. This commentary will briefly comment on those transformations and their potential impact in the near and distant future.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"45 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90216960","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 Web-Based Cross-Sectional Survey on Eye Strain and Perceived Stress amid the COVID-19 Online Learning among Medical Science Students","authors":"Virginia Víctor, Ameera Parsan, Aliyah Dookran, Amisha Lulkool, Ammara Ali, Amethyst Mahabir, Amanda Marchan, Ambernique Monroe, Amir Ramharack, K. Ekemiri, N. Ezinne, Esther Daniel","doi":"10.3390/ime2020008","DOIUrl":"https://doi.org/10.3390/ime2020008","url":null,"abstract":"Due to the COVID-19 pandemic, educational institutions globally were forced to close, resulting in a transition to online learning. However, this transition increased screen time and made e-learners more vulnerable to biopsychosocial issues. This study aimed to assess the impact of online learning on the eyes and mental health of medical science students, including those pursuing MBBS, Nursing, Optometry, Pharmacy, and Veterinary degrees during the COVID-19 lockdown period. A cross-sectional quantitative study was conducted, collecting online data from 182 samples using a socio-demographic data sheet (SDVS), Computer Vision Symptom Scale (CVSS 17), and the Perceived Stress Scale (PSS 10). Results revealed that most students spent between 2 and 4 h and >7 h on electronic devices before and during COVID-19, respectively, with many reporting moderate mental stress and eye strain. A weak positive correlation (r = 0.204 at p < 0.05) was found between perceived stress and eye strain, with the 24–29 age group reporting higher mean scores for eye strain. Female participants in the study reported higher mean scores for both eye strain and perceived stress. Additionally, the study found significant associations between eye strain and the electronic devices used, the program of study, and perceived stress levels. The participants’ ethnicity was also found to impact eye strain levels. The study concludes that the transition to online learning during COVID-19 caused moderate to severe levels of eye strain and mental stress, indicating the need for interventions for the student community.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"2 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88826599","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}