International Journal of Medical Education最新文献

{"title":"The Effects of Learning and Eating Behaviours among Medical Students during the COVID-19 Pandemic","authors":"Sayeeda Rahman, Rita Kirton, Brenda Roach, Maria Teresa Villagomez Montero, Alexey Podcheko, Nader Nouraee, Sadia Ahsan, Joshua Noel Nisar, Ahbab Mohammad Fazle Rabbi","doi":"10.3390/ime2020007","DOIUrl":"https://doi.org/10.3390/ime2020007","url":null,"abstract":"Background: The effect of the COVID-19 pandemic has transformed medical education and is likely to have long-lasting effects on student learning, mental well-being, and eating behaviour. This study aimed to examine the learning behaviours of medical students at the American University of Integrative Sciences (AUIS), Barbados, during the COVID-19 pandemic. Methods: A cross-sectional web-based on-line survey was administered to medical students at AUIS from July to November 2021. The data collecting instrument recorded students’ demographic and learning behaviour information and eating disorders (SCOFF questionnaire). Results: The overall response rate was 55% (n = 120). In relation to learning behaviour, students agreed with the following statements: ‘deterioration in work performance and studying’ (48.4%), ‘remember subject’s contents appropriately’ (40.4%), ‘concentration on the studies’ (40.3%), ‘difficulty in performing two tasks simultaneously’ (38.7%), ‘difficulty in performing mental calculations’ (33.9%), ‘difficulty in recalling recent information’ (32.3%), and ‘difficulty in recalling old information’ (38.7%). Among the eight dimensions of learning behaviours, deterioration in work performance or studying and difficulties in recalling recent information were found to be significantly associated with the gender of the students. For the SCOFF questionnaire, approximately 24.2% screened positive for eating disorders. Screening with the SCOFF test demonstrated that females, older (>25 years), overweight + obese, Clinical Sciences + PreMed, and non-USA-based students were at more risk of eating disorders. Conclusions: The results indicate that during the COVID-19 pandemic, AUIS students have developed learning difficulties and are likely to have eating disorders. University policymakers should take appropriate measures to support a healthy learning environment and improve students’ mental well-being and eating behaviours.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135543663","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 Effects of Learning and Eating Behaviours among Medical Students during the COVID-19 Pandemic","authors":"Sayeeda Rahman, R. Kirton, B. Roach, Maria Teresa Villagomez Montero, A. Podcheko, Nader Nouraee, Sadia Ahsan, J. Nisar, A. M. F. Rabbi","doi":"10.20944/preprints202302.0302.v1","DOIUrl":"https://doi.org/10.20944/preprints202302.0302.v1","url":null,"abstract":"Background: The effect of the COVID-19 pandemic has transformed medical education and is likely to have long-lasting effects on student learning, mental well-being, and eating behaviour. This study aimed to examine the learning behaviours of medical students at the American University of Integrative Sciences (AUIS), Barbados, during the COVID-19 pandemic. Methods: A cross-sectional web-based on-line survey was administered to medical students at AUIS from July to November 2021. The data collecting instrument recorded students’ demographic and learning behaviour information and eating disorders (SCOFF questionnaire). Results: The overall response rate was 55% (n = 120). In relation to learning behaviour, students agreed with the following statements: ‘deterioration in work performance and studying’ (48.4%), ‘remember subject’s contents appropriately’ (40.4%), ‘concentration on the studies’ (40.3%), ‘difficulty in performing two tasks simultaneously’ (38.7%), ‘difficulty in performing mental calculations’ (33.9%), ‘difficulty in recalling recent information’ (32.3%), and ‘difficulty in recalling old information’ (38.7%). Among the eight dimensions of learning behaviours, deterioration in work performance or studying and difficulties in recalling recent information were found to be significantly associated with the gender of the students. For the SCOFF questionnaire, approximately 24.2% screened positive for eating disorders. Screening with the SCOFF test demonstrated that females, older (>25 years), overweight + obese, Clinical Sciences + PreMed, and non-USA-based students were at more risk of eating disorders. Conclusions: The results indicate that during the COVID-19 pandemic, AUIS students have developed learning difficulties and are likely to have eating disorders. University policymakers should take appropriate measures to support a healthy learning environment and improve students’ mental well-being and eating behaviours.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"107 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77616143","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":"Professionalism in small group learning between face-to-face and virtual settings: a mixed-methods study.","authors":"Xiaomei Song, Michael Elftman","doi":"10.5116/ijme.6413.4ecd","DOIUrl":"10.5116/ijme.6413.4ecd","url":null,"abstract":"<p><strong>Objectives: </strong>To explore whether and how preclinical medical students changed perceptions and behaviors related to professionalism in small group learning activities from face-to-face to virtual during the pandemic.</p><p><strong>Methods: </strong>The study used a mixed-methods sequential research design. We first retrospectively examined quantitative data from 101 medical students who completed mandatory peer evaluation surveys assessing professional behaviors of small group members in two courses (one face-to-face, the other online). Differences between student perceptions in two settings were compared using the Wilcoxon signed-rank test. Findings from the quantitative stage were probed further using focus groups at the qualitative stage. Six focus groups (n = 27) were conducted using purposeful sampling. Interviews were transcribed and inductive thematic coding was used to identify emerging themes.</p><p><strong>Results: </strong>We found a significant decrease in perceptions of punctuality and attendance in the virtual setting compared to face-to-face learning (Z=-6.211, p<.001), despite lower expectations of their peers in online learning. Five major themes emerged from the qualitative data: punctuality/participation, camera usage, dress code/conversational style, multitasking, and engagement/accountability. Participants showed sensitivity when conceptualizing professional conduct, indicating the dynamic process of professional identity formation at the early stage of their career.</p><p><strong>Conclusions: </strong>Results show that students' perceptions of professionalism become contextualized, significantly influenced by the background of the virtual learning environment. Intentional communication about professionalism within specific sociocultural and educational contexts is vital for individual professional identity formation. These findings support of the importance of considering context when educational programs develop curricula and establish expectations related to professionalism.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"36-42"},"PeriodicalIF":3.1,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693398/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9625917","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":"Communication in healthcare: experience of students and professionals from teaching- learning to practice in health.","authors":"Fernanda Patrícia S S Novaes, João G B Alves, Suely Grosseman","doi":"10.5116/ijme.6412.f49b","DOIUrl":"10.5116/ijme.6412.f49b","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to understand the teaching-learning experience in the Communication in Healthcare class among students, teaching assistants, and health professionals, as well as its applications to professional practice.</p><p><strong>Methods: </strong>This is a qualitative study with a theoretical approach based on Gadamer's Philosophical Hermeneutics and a methodological framework based on Minayo and Bardin's thematic content analysis. Communication in Healthcare is an elective multiprofessional class, which lasts one semester and is offered regularly. All former students (n = 368) were invited to participate by email, and 30 participated in these focus groups (13 students, 8 teaching assistants, and 9 health professionals). The online focus groups took place on an online platform, and they were video-recorded and subsequently transcribed. Through cross-sectional and vertical analysis, the main themes were identified.</p><p><strong>Results: </strong>The Communication in Healthcare class was an important step for personal, professional, and interprofessional formation and development of communication competence. The following dominant themes were identified: 1) motivation for signing up, 2) prior expectations, 3) meaning of the experience and shaping moments, 4) how the teaching-learning experience was retained and what was retained, 5) repercussions in relation to self, others, and professional life, and 6) reflections about the curriculum, interprofessional dialogue, and formation.</p><p><strong>Conclusions: </strong>The teaching-learning experience was important for the formation of communicational competence. This research contributes to medical education and opens teaching-learning paths for communication skills, empathy, dialogue, and interprofessionalism. Future studies with a philosophical hermeneutic framework and online focus groups are indicated for the comprehension of educational interventions in health.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"23-35"},"PeriodicalIF":3.1,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693394/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9625916","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":"Defining Leadership in Undergraduate Medical Education, Networks, and Instructors: A Scoping Review","authors":"Pablo Rodríguez-Feria, K. Czabanowska, S. Babich, Daniela Rodríguez-Sánchez, Fredy Leonardo Carreño Hernández, L. J. Hernández Florez","doi":"10.3390/ime2010006","DOIUrl":"https://doi.org/10.3390/ime2010006","url":null,"abstract":"Reviews of the literature on leadership training in undergraduate medical education have been conducted since 2014. Previous reviews have not identified networks, defined leadership, studied the selection criteria for instructors, nor analyzed leadership as interprofessional or transprofessional education. This scoping review fills these gaps. Inclusion criteria included use of competency-based education to teach leadership in universities, and quality assessment. Indexes and grey literature in Spanish, Portuguese, and English languages were included from six databases. Hand searching and consultation were employed for selected bodies of literature. This review identified leadership interventions in nine countries which had national and international networks primarily in English-speaking and European countries. No literature was found in Spanish-speaking or Portuguese-speaking countries, nor in Africa. Teaching leadership was linked mainly with undergraduate medical education and interprofessional education. This review identified 23 leadership and leader definitions and underscored the importance of including values in leadership definitions. Instructors were selected by discipline, role, experience, and expertise. This review may be used to inform the teaching of leadership in undergraduate medical curricula by suggesting potential networks, reflecting on diverse leadership definitions and interprofessional/transprofessional education, and assisting in selection of instructors.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"132 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78331004","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":"Design and Implementation of an Antimicrobial Stewardship Certificate Program in the United Arab Emirates","authors":"Rania M. El-Lababidi, B. Atallah, Sawsan Abdel-Razig","doi":"10.3390/ime2010005","DOIUrl":"https://doi.org/10.3390/ime2010005","url":null,"abstract":"Introduction: The purpose of our report is to describe the design and implementation of the first antimicrobial stewardship certificate program (ASCP) in the United Arab Emirates (UAE). Methods: The ASCP was implemented in January 2019. A needs assessment was conducted before the implementation of the program. The program delivery utilized a blended learning format with both a live and an experiential component. Learner assessments consisted of pre- and post-course assessments, as well as structured feedback throughout the course. Course assessments and post-course evaluation results were utilized to assess the certificate program (CP) outcomes. Results: Between January 2019 to March 2020, 24 pharmacists were trained through the program. All participants passed the post-course assessment. Participants scored a median of 40 percent on the pre-course assessment at the start of the program and a median of 80 percent on the post-course assessment (p-value < 0.0001), demonstrating a significant improvement in their baseline knowledge. Overall, participants were highly satisfied with the program and felt that it would enhance their ability to take care of patients and/or result in practice change in their institution. Conclusions: The ASCP enhanced the knowledge of pharmacists in antimicrobial stewardship. The implemented model provides a sustainable blueprint for future CPs in specialty areas of practice for the Middle East region.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"34 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79769670","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":"Medical students' coping with stress and its predictors: a cross-sectional study.","authors":"Julia Cummerow, Katrin Obst, Edgar Voltmer, Thomas Kötter","doi":"10.5116/ijme.63de.3840","DOIUrl":"10.5116/ijme.63de.3840","url":null,"abstract":"<p><strong>Objectives: </strong>To analyse stress coping styles of medical students at different time points of medical education and to identify predictors of functional coping.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among medical students (N = 497, 361 women and 136 men) before year one (n = 141), after year one (n = 135) and after year five (n = 220). Students answered the Brief Coping Orientation to Problems Experienced Inventory, the Work-Related Behaviour and Experience Patterns, the Perceived Medical School Stress Instrument and the Maslach Burnout Inventory. Multiple regression was used to examine factors associated with functional coping.</p><p><strong>Results: </strong>Single factor ANOVA indicated a significant difference for functional coping between the time points (F _{(2, 494)} = 9.52, p < .01), with fifth-year students scoring significantly higher than students before or after year one. There was a significant difference in dysfunctional coping (F _{(2, 494)} = 12.37, p < .01), with students before year one and after year five scoring higher than those after year one. Efficacy (β = 0.15, t ₍₂₁₃₎ = 4.66, p < .01), emotional distancing (β = 0.04, t ₍₂₁₃₎ = 3.50, p < .01) and satisfaction with life (β = 0.06, t ₍₂₁₃₎ = 4.87, p < .01) were positive predictors of functional coping.</p><p><strong>Conclusions: </strong>Scores for both functional and dysfunctional coping vary during medical education. The reasons for low coping scores after year one require further explanation. These findings represent a starting point for investigations into how to promote functional coping during early medical education.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"11-18"},"PeriodicalIF":3.1,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693402/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9098679","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":"Education to support professional identity formation in medical students: guiding implicit social learning.","authors":"Salome Scholtens, Pieter C Barnhoorn, Joke Fleer","doi":"10.5116/ijme.63f3.ddcb","DOIUrl":"10.5116/ijme.63f3.ddcb","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"19-22"},"PeriodicalIF":3.1,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693397/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9755884","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":"Five Lessons for Effectively Transitioning Problem-Based Learning to Online Delivery","authors":"M. Jadhav, D. Shaligram, B. Bernstein, Sandra M. DeJong, J. Hunt, S. Ong, Anthony P. S. Guerrero, N. Skokauskas","doi":"10.3390/ime2010004","DOIUrl":"https://doi.org/10.3390/ime2010004","url":null,"abstract":"Problem-based learning (PBL) is an active learning technique that promotes a life-long learning approach to understanding and using the principles of clinical medicine. It does so by helping learners hone their critical thinking skills in a team-based environment. It was originally developed for use in live, in-person settings. During the COVID-19 pandemic, it has had to be rapidly adapted for online delivery. In this article, we first highlight the key challenges faced by educators and learners in making this transition. We then share five lessons for effectively translating in-person PBL curricula to online and hybrid learning formats.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"25 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76692340","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":"International Medical Graduates' perceptions about residency training experience: a qualitative study.","authors":"Marghalara Rashid, Julie Nguyen, Jessica L Foulds, Gordana Djordjevic, Sarah E Forgie","doi":"10.5116/ijme.63c3.e6b3","DOIUrl":"10.5116/ijme.63c3.e6b3","url":null,"abstract":"<p><strong>Objectives: </strong>To explore International Medical Graduates residents' experiences and perspectives of their residency training program.</p><p><strong>Methods: </strong>This qualitative study was conducted at a large research-intensive University. Purposeful sampling was used to recruit 14 International medical graduates. The residents recruited for this study were at different levels in their training ranging from Postgraduate year one to five. Residents interviewed represented seven unique specialties. Each trainee was interviewed, and the data were recorded and transcribed verbatim. A thematic analysis framework was used to conduct the data analysis, resulting in the development of study themes.</p><p><strong>Results: </strong>Our analysis generated six main themes. These themes were related to costly decisions, unspoken expectations, the stigma associated with being an IMG, fears of being an IMG, the strength and resilience of IMGs, and recommen-dations proposed by IMGs for program improvement.</p><p><strong>Conclusions: </strong>In this study, we wanted to explore international residents' experiences with their programs. The experience of each individual international resident is unique. However, in this study, we were able to provide firsthand perceptions of IMGs from a research-intensive university and identified common themes experienced and perceived by our resi-dents. This study's findings may help educate, reduce stigma, and guide the implementation of effective individu-al and systemic support for these trainees. Which in turn will enhance the overall educational experiences for IMGs trainees. Our study found that themes seem to be recur-ring, hence, an urgency to bring about appropriate chang-es, equitable opportunities, and support for IMGs.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"4-10"},"PeriodicalIF":3.1,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693393/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10582181","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}