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

Five Lessons for Effectively Transitioning Problem-Based Learning to Online Delivery 将基于问题的学习有效地转变为在线教学的五个教训

IF 3.1

International Journal of Medical Education Pub Date : 2023-02-24 DOI: 10.3390/ime2010004

M. Jadhav, D. Shaligram, B. Bernstein, Sandra M. DeJong, J. Hunt, S. Ong, Anthony P. S. Guerrero, N. Skokauskas

引用次数: 0

International Medical Graduates' perceptions about residency training experience: a qualitative study. 国际医学毕业生对住院医师培训经验的认知:一项质性研究。

IF 3.1

International Journal of Medical Education Pub Date : 2023-01-27 DOI: 10.5116/ijme.63c3.e6b3

Marghalara Rashid, Julie Nguyen, Jessica L Foulds, Gordana Djordjevic, Sarah E Forgie

{"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":"Objectives: To explore International Medical Graduates residents' experiences and perspectives of their residency training program.Methods: 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.Results: 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.Conclusions: 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.","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}

引用次数: 0

Designing an International Faculty Development Program in Medical Education: Capacity and Partnership 设计医学教育的国际教师发展计划:能力和伙伴关系

IF 3.1

International Journal of Medical Education Pub Date : 2023-01-27 DOI: 10.3390/ime2010003

Martha Burkle, D. Rolfson, Mia Lang

{"title":"Designing an International Faculty Development Program in Medical Education: Capacity and Partnership","authors":"Martha Burkle, D. Rolfson, Mia Lang","doi":"10.3390/ime2010003","DOIUrl":"https://doi.org/10.3390/ime2010003","url":null,"abstract":"Providing international medical educators with opportunities for faculty development has become a favorable moment for capacity building and the creation of partnerships with universities around the world. It has also become a social responsibility when such a development implies growth and improvement for the institutions involved. In 2018 and 2019, the University of Alberta Faculty of Medicine & Dentistry designed and delivered an international faculty development program (IFDP) in Edmonton, Canada, in collaboration with the faculty management from Jilin University and Wenzhou Medical University, and Shandong University. The inspiration for program driven by capacity development for three universities in China, all of whom were developing strategies to respond to new government policies for medical education. The focus of the course was based on the needs that the three institutions expressed: teaching innovation, research, and quality curriculum development. By design, the two-week, in-person program included lectures, personal tutorials, class and laboratories observations, as well as guided teaching visits to hospitals and university museums. Recommendations are offered to assist other international faculty development programs focused on capacity building for medical education.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"60 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85194121","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: 0

Development of a low-cost, remote plastic surgery skills training course during the COVID-19 Pandemic. 在2019冠状病毒病大流行期间开发低成本、远程整形手术技能培训课程。

IF 3.1

International Journal of Medical Education Pub Date : 2023-01-20 DOI: 10.5116/ijme.63b4.081d

Laura Awad, Benjamin Langridge, Edward Bollen, Zakee Abdi, Peter E M Butler

引用次数: 1

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