International Journal of Medical Education最新文献_第8页

Knowledge, Attitudes and Institutional Readiness towards Social Accountability as Perceived by Medical Students at the University of the West Indies in Trinidad 特立尼达西印度群岛大学医学生对社会问责的认识、态度和体制准备情况

IF 3.1

International Journal of Medical Education Pub Date : 2023-01-17 DOI: 10.3390/ime2010002

B. Sa, Christal Patrick, Onella Pascall, Jalisa Patrick, Sade Pierre, Diana Pillai, Kion Persad, Allan Patterson, Nicholas Peterson, R. Rafeek

{"title":"Knowledge, Attitudes and Institutional Readiness towards Social Accountability as Perceived by Medical Students at the University of the West Indies in Trinidad","authors":"B. Sa, Christal Patrick, Onella Pascall, Jalisa Patrick, Sade Pierre, Diana Pillai, Kion Persad, Allan Patterson, Nicholas Peterson, R. Rafeek","doi":"10.3390/ime2010002","DOIUrl":"https://doi.org/10.3390/ime2010002","url":null,"abstract":"Background: Social accountability is defined as “the obligation of medical schools to direct their education, research and service activities toward addressing the priority health concerns of the community, region, and/or nation that they have a mandate to serve”. It is becoming increasingly critical in evaluating medical school performance and education quality. Medical students must have an appropriate understanding of social accountability. This study explores knowledge, attitudes and institutional readiness as perceived by medical students towards social accountability. Method: An independent online cross-sectional survey was conducted, which included 121 medical students recruited through a convenience sampling technique. The survey instruments were validated through a pilot study and the responses were analyzed using chi-squared (χ2) tests. Frequencies and percentages were computed. Results: A total of 69% of students understood SA, 61.2% believed they demonstrated SA, and 82.6% believed it has a positive impact on their attitudes and behaviors. About 52.1% believed that their school has a positive impact on the community with a curriculum that includes (52.9%) and reflects the needs of the population that they will serve (49.6%). Conclusion: Based on the findings, a significant number of students have knowledge about social accountability, have a positive attitude towards the concept, and believe that their institution demonstrates readiness.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"65 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85434291","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}

引用次数: 1

What Do Clinicians Mean by “Good Clinical Judgment”: A Qualitative Study 临床医生对“良好临床判断”的定义:一项定性研究

IF 3.1

International Journal of Medical Education Pub Date : 2023-01-11 DOI: 10.3390/ime2010001

Michael Tsang, Leslie Martin, S. Blissett, Stephen Gauthier, Zeeshan Ahmed, Deeqo Muhammed, M. Sibbald

引用次数: 0

Experiences with cross-sectional healthcare and treatment in heart failure patients: implications for medical education. 心衰患者横断面保健和治疗的经验:对医学教育的启示。

IF 3.1

International Journal of Medical Education Pub Date : 2022-12-30 DOI: 10.5116/ijme.6399.eef4

Anne Mette Kristiansen, Helén Lönnberg, Bo Christensen, Brian Bridal Løgstrup, Hans Eiskjær, Helle Terkildsen Maindal, Rikke Elmose Mols

{"title":"Experiences with cross-sectional healthcare and treatment in heart failure patients: implications for medical education.","authors":"Anne Mette Kristiansen, Helén Lönnberg, Bo Christensen, Brian Bridal Løgstrup, Hans Eiskjær, Helle Terkildsen Maindal, Rikke Elmose Mols","doi":"10.5116/ijme.6399.eef4","DOIUrl":"10.5116/ijme.6399.eef4","url":null,"abstract":"Objectives: to explore how cross-sectional healthcare and treatment is experienced a) by patients with advanced heart failure and multimorbidity and b) by hospital-employed healthcare professionals.Methods: Individual telephone interviews with 18 patients and close relatives were conducted. Furthermore, a focus group session was conducted with four specialised hospital-employed healthcare professionals. Purposeful sampling was used and interviews were semi-structured. Data were analysed using qualitative inductive content analysis.Results: Three main themes emerged from the interviews with patients and close relatives. These included: 1) A need for improved coordination to ensure continuity of care; 2) a plea for patient-centred care; and 3) recognition of the need to care for close relatives. Analysis of the interviews with hospital-employed healthcare professionals also produced three themes. These concerned: 1) recognition of the role and needs of close relatives; 2) limited resources for and difficulties in meeting these needs; and 3) agreement on the need for patient-centred care. Furthermore, we learned that perceived challenges are rooted in time constraints and the need for an adequate level of medical knowledge of chronic conditions and complex treatment strategies.Conclusions: This study indicates that cross-sectional healthcare and treatment of patients with advanced heart failure and multimorbidity lacked coordination, was insufficiently patient-centred and did not cater for close relatives' needs. The study identifies patient-centredness and coordination of healthcare services targeting patients and close relatives alike as critical to proper care, medical curriculum development and continued medical training courses.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"13 ","pages":"345-362"},"PeriodicalIF":3.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693395/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10832455","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}

引用次数: 0

Learning in intensive care during the COVID-19 pandemic postgraduate critical care nursing students' experiences. 新冠肺炎大流行期间重症监护研究生学习心得体会

IF 3.1

International Journal of Medical Education Pub Date : 2022-12-29 DOI: 10.5116/ijme.6399.ea3f

Angelica Fredholm, Åsa Engströlm, Maria Andersson, Anna Nordin, Mona Persenius

{"title":"Learning in intensive care during the COVID-19 pandemic postgraduate critical care nursing students' experiences.","authors":"Angelica Fredholm, Åsa Engströlm, Maria Andersson, Anna Nordin, Mona Persenius","doi":"10.5116/ijme.6399.ea3f","DOIUrl":"https://doi.org/10.5116/ijme.6399.ea3f","url":null,"abstract":"Objectives: This study explored postgraduate critical care nursing students' experiences of learning in the ICU during the COVID-19 pandemic and to understand these experiences in relation to self-directed learning and professional development.Methods: An explorative qualitative design was used. Eight postgraduate critical care nursing students from two different universities were interviewed. Questions focused on learning, supervision, ethically difficult situations, issues regarding communication, as well as the impact of the pandemic on students' health. Interviews thematically analyzed, and further analyzed using a theoretical framework focusing self-directed learning and professional development containing the concepts of autonomy, authenticity, and attachment.Results: The result consists of three themes: 1) Attachment with subthemes Attachment to the patient, Attachment to family and friends, Attachment to the ICU-context, and Attachment to the clinical supervisor. 2) Authenticity with subthemes Experiencing a varying degree of authenticity, Clinical reasoning about how to prioritize care. 3) Autonomy with subthemes Being just a student - with limited responsibility, taking responsibility, and having worries regarding one's professional development. Conclusion: Findings show the need for participation in the ICU community of practice without the demands and responsibility of full participation. Students need to be given the opportunity to form a relationship with practice. For attachment, participation, and consequently professional development to take place, there is need for inviting students to be a part of the team even during such straining circumstances as an ongoing pandemic. These findings can advance the understanding of how to organize clinical education during future crisis such as a new pandemic.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"13 ","pages":"335-344"},"PeriodicalIF":3.1,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911281/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10735690","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}

引用次数: 2

Students' perception of problem-based learning at a Japanese medical school: an exploratory sequential mixed method. 日本医学院学生对基于问题的学习的认知:一种探索性顺序混合方法。

IF 3.1

International Journal of Medical Education Pub Date : 2022-12-26 DOI: 10.5116/ijme.6399.dee1

Htain Lin-Aung, Daisuke Masumoto, Zayar Linn, Yusuke Kobayakawa, Satoshi Okamura, Kosuke Kurihara, Kunimasa Morio, Yasura Tashiro, Hiroyuki Sakurai, Hiroki Hori

{"title":"Students' perception of problem-based learning at a Japanese medical school: an exploratory sequential mixed method.","authors":"Htain Lin-Aung, Daisuke Masumoto, Zayar Linn, Yusuke Kobayakawa, Satoshi Okamura, Kosuke Kurihara, Kunimasa Morio, Yasura Tashiro, Hiroyuki Sakurai, Hiroki Hori","doi":"10.5116/ijme.6399.dee1","DOIUrl":"https://doi.org/10.5116/ijme.6399.dee1","url":null,"abstract":"Objectives: This study aimed to assess the perception of PBL among Japanese medical students.Methods: Learning effects and challenges of PBL from the students' viewpoint were assessed with an exploratory sequential mixed method. Focus group discussions followed by thematic analysis were conducted with 27 students and residents. Then a questionnaire survey was carried out. A total of 119 out of 258 students (46.1%) responded. The results from 24 questions were analyzed with a residual analysis.Results: Thematic analysis extracted 14 themes from four discussion topics. The participants in focus group discussion regarded the PBL program as a better learning method than lectures. But some key phrases on the challenge of social interaction, including reluctance to actively discuss and collaborate with unfamiliar peers, were found. The questionnaire survey revealed a significantly lower adjusted standardized residual (ASR) for the positive response in five of six questions in the category of social interaction; improvement of communication skills (ASR = -3.303, n = 118, p < .001), enhancement of responsibility at group discussions (ASR = -2.078, n = 119, p = .038), building social networking (ASR = -3.006, n = 119, p = .003), becoming to sympathize with patients (ASR = -2.449, n = 119, p = .014) and understanding social aspects of clinical practice (ASR = -5.790, n = 119, p < .001). Conclusion: The Japanese medical students perceived PBL as an effective learning strategy. However, they had a problem with social interactions.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"13 ","pages":"322-334"},"PeriodicalIF":3.1,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911279/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10735682","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}

引用次数: 0

Educator Feedback Skill Assessment: An Educational Survey Design Study 教育工作者反馈技能评估:一项教育调查设计研究

IF 3.1

International Journal of Medical Education Pub Date : 2022-12-09 DOI: 10.3390/ime1020012

A. Moroz, Jennifer P. Stone, Francis Lopez, Cynthia Racine, K. Carmody

引用次数: 0

Competency and confidence in ECG interpretation among medical students. 医学生解读心电图的能力和信心。

IF 1.6

International Journal of Medical Education Pub Date : 2022-11-30 DOI: 10.5116/ijme.6372.2a55

Guy Vishnevsky, Tzuriel Cohen, Yair Elitzur, Shmuel Reis

{"title":"Competency and confidence in ECG interpretation among medical students.","authors":"Guy Vishnevsky, Tzuriel Cohen, Yair Elitzur, Shmuel Reis","doi":"10.5116/ijme.6372.2a55","DOIUrl":"10.5116/ijme.6372.2a55","url":null,"abstract":"Objectives: To assess competency and confidence in ECG interpretation in medical students across years of medical school and evaluate the associations of various factors, a curriculum change, and student confidence with ECG competency.Methods: Four hundred and fourteen (414) third- to sixth-year medical students participated in this cross-sectional study conducted in 2019 in the Hebrew University of Jerusalem, Israel. A voluntary response sample of participants answered a validated, web-based questionnaire, composed of eight ECG strips. Participants were also asked about confidence and sources for ECG education and exposure. Competency and confidence across medical school years were compared using the ANOVA and chi-square tests.Results: Competency was low overall (mean score, SD (standard deviation) 3.23±1.81 out of 8), and higher in sixth-year students compared to third-, fourth- and fifth-year students (4.37±1.69 vs. 2.90±1.82, 2.90±1.54, 2.50±1.56, respectively, F(3,337)=24.425, p<0.0001). There was no difference between students before and after the curriculum change. Work experience in medicine was associated with competency (odds ratio (OR), 7.97; 95% confidence interval (CI), 4.03-15.77, p<0.0001). The reported confidence level was low (median 2 out of 5) and was found to be correlated with the total score achieved (r(332)=0.5, p<0.0001).Conclusions: Student competency was shown to be insufficient throughout medical school. Competency and confidence in ECG interpretation seem to be significantly improved by increased and repetitive exposure to ECG. Thus, strategies to facilitate better ECG skills should involve an extended focus on ECG in the undergraduate and graduate curricula and include competency-based educational programs.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"13 ","pages":"315-321"},"PeriodicalIF":1.6,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911280/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10723867","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}

引用次数: 0

Does regional quota status affect the performance of undergraduate medical students in Japan? A 10-year analysis. 区域配额状况会影响日本医科本科学生的表现吗?一个10年的分析。

IF 3.1

International Journal of Medical Education Pub Date : 2022-11-30 DOI: 10.5116/ijme.6372.1fce

Satoshi Ozeki, Sachiko Kasamo, Hiroyasu Inoue, Seiji Matsumoto

{"title":"Does regional quota status affect the performance of undergraduate medical students in Japan? A 10-year analysis.","authors":"Satoshi Ozeki, Sachiko Kasamo, Hiroyasu Inoue, Seiji Matsumoto","doi":"10.5116/ijme.6372.1fce","DOIUrl":"https://doi.org/10.5116/ijme.6372.1fce","url":null,"abstract":"Objectives: This study aims to determine whether there is a difference in the academic performance of medical students based on admission type and examine the extent to which entrance examinations predict their performance.Methods: This observational study utilized existing data from Asahikawa Medical University. Participants were 1057 medical students who had enrolled between 2010 and 2019. Analysis of variance and Tukey's test were utilized to identify differences between admission types. The multiple linear regression explored predictors of cumulative grade point average for each type.Results: Analysis of variance showed significant differences in the National Center Test (F(3, 1053) =70.78, p <0.001) and cumulative grade point average (F(3, 1053) =3.93, p <0.01). Tukey's post hoc test revealed that two types of general admission students (M=83.52, SD=3.22; M=85.57, SD=3.01) were significantly higher on the National Center Test than two types of regional quota students (M=81.61, SD=3.93; M=80.65, SD=3.61). The cumulative grade point average of a regional quota group (M=2.23, SD=0.34) was significantly higher than two types of general admissions (M=2.11, SD=0.36; M=2.12, SD=0.34). High school grade point averages and females were significant in predicting cumulative grade point averages for each admission (16.0-28.3% variance).Conclusions: Regional quota students earned a higher cumulative grade point average than those from general admissions, despite their significantly lower scores on the National Center Test. Enhanced utilization of regional quota admissions could become an effective strategy to increase the rural physician workforce.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"13 ","pages":"307-314"},"PeriodicalIF":3.1,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9911283/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10736429","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}

引用次数: 1

Career and life fulfillment and planning for medical trainees, and physicians. 医学实习生和医生的职业和生活实现和规划。

IF 3.1

International Journal of Medical Education Pub Date : 2022-11-28 DOI: 10.5116/ijme.6372.17ba

Neil J MacKinnon, Danielle Rosema, Pauwlina Cyca

引用次数: 0

Beyond the COVID-19 Pandemic: Can Online Teaching Reduce the Carbon Footprint of the Internationalisation of UK Higher Education? 超越COVID-19大流行:在线教学能否减少英国高等教育国际化的碳足迹?

IF 3.1

International Journal of Medical Education Pub Date : 2022-11-18 DOI: 10.3390/ime1020011

Asad Mustafa, K. Psarikidou, M. Z. I. Pranjol

引用次数: 0