Medical Education最新文献

{"title":"Using improvisation to enhance communication skills in 4th year medical students","authors":"Lisa Erdman,&nbsp;Cheryl Dellasega","doi":"10.1111/medu.15503","DOIUrl":"10.1111/medu.15503","url":null,"abstract":"<p>In healthcare settings, effective communication between clinicians and patients is a critical skill that promotes optimal care and health outcomes. However, in medical education, there has been relatively little emphasis on developing students' skills to deal with a variety of communication scenarios they may experience in their practice. These early encounters in medical education are critical, as they shape behaviour patterns that can continue into residency and beyond. As a result, there is a need to develop innovative pedagogical approaches that help students gain self-confidence in their communication skills and cultivate empathy in their interactions with patients, families and colleagues. Medical improvisation offers promise as an adaptation of improvisational theatre principles and role play to improve communication and teamwork in medical practice.¹</p><p>To address the challenge of effective clinical communications with patients, families and co-workers, our health humanities faculty implemented an innovative course entitled ‘Medical Improv’ as a selection for the required MS4 elective. The course offers medical students an introduction to the basic skills of improvisation and an understanding of how they can be used in a variety of clinical settings. This approach has been shown to help students respond to unexpected events, address patient concerns and communicate more confidently.<span>¹</span> Examples of course activities include: warm-up exercises involving teamwork, storytelling, body movement and mirroring; structured role playing to explore the non-verbal aspects of patient-clinician communication; and writing about how a challenging medical school situation could be addressed with improv techniques. The course includes eight 2.5-hour sessions within one semester.</p><p>Over the past year, the Medical Improv course has consistently resulted in nearly full enrollment (24 students). In both written course evaluations and oral feedback, students described how the use of improvisation in their class activities could improve their communication skills in their clinical practice. Students also developed insight into how medical improv training can enhance awareness of environmental factors such as the room set-up, which may influence the clinical encounter.</p><p>Students kept a reflective journal that indicated a progressive development of understanding the interrelations between communication skills, mindfulness, empathy, teamwork and patient care. The course helps students develop communication, listening and observational skills that can contribute to a more grounded and robust professional identity as well as more effective and empathic interactions with both patients and co-workers. Future studies will examine how this training might help to mitigate stress and burnout in the clinical setting.</p><p>This project has been approved by institutional review boards at Penn State College of Medicine.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1386"},"PeriodicalIF":4.9,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142349671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Connect or detach: A transformative experience for medical students in end-of-life care.","authors":"Diego Lima Ribeiro, Daniele Sacardo, Grazyna Drzazga, Marco Antonio de Carvalho-Filho","doi":"10.1111/medu.15545","DOIUrl":"https://doi.org/10.1111/medu.15545","url":null,"abstract":"<p><strong>Context: </strong>At the beginning of clinical practice, medical students face complex end-of-life (EoL) decisions, such as limiting life-sustaining therapies, which may precipitate emotionally charged moral dilemmas. Previous research shows these dilemmas may cause identity dissonance and impact students' personal and professional development. Despite the prevalence of such dilemmas, medical educators have limited insight into how students navigate these often emotional experiences. This study explores how medical students make sense of and deal with moral dilemmas lived during EoL's care.</p><p><strong>Methods: </strong>This cross-sectional qualitative study used thematic analysis (Braun and Clarke) to analyse interviews with 11 Brazilian final-year medical students. The interviews followed the drawing of a rich picture representing moral dilemmas experienced by medical students when engaging with EoL care. The reporting of this study follows the Standards for Reporting Qualitative Research (SRQR).</p><p><strong>Results: </strong>Participants highlighted four main themes when engaging with EoL care: 'experiencing death', 'making decisions at the end-of-life', 'connecting versus detaching: an upsetting dilemma' and 'being transformed'. They described the emotional overwhelm of experiencing death and the uncertainty in navigating EoL decisions. The central moral dilemma faced was whether to connect with or detach from patients. This dilemma was lived in the context of a hidden curriculum that preaches emotional distancing as a coping mechanism. Developing the moral courage to overcome this barrier and choosing to connect became a transformative experience, significantly impacting their personal and professional development and reinforcing their commitment to patient-centred care.</p><p><strong>Conclusion: </strong>Connecting with patients in EoL care involves breaking cultural norms to establish meaningful connections with patients aiming for compassionate care. This process may lead to identity dissonance and also represents an opportunity for transformative learning. Educators can support this transformative process by legitimating students' connections with patients, teaching emotional regulation strategies, and leveraging personal experiences to foster trust.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142349666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Selective processing of clinical information related to correct and incorrect diagnoses: An eye-tracking experiment.","authors":"Justine Staal, Jelmer Alsma, Jos Van der Geest, Sílvia Mamede, Els Jansen, Maarten A Frens, Walter W Van den Broek, Laura Zwaan","doi":"10.1111/medu.15544","DOIUrl":"https://doi.org/10.1111/medu.15544","url":null,"abstract":"<p><strong>Introduction: </strong>Diagnostic errors are often attributed to erroneous selection and interpretation of patients' clinical information, due to either cognitive biases or knowledge deficits. However, whether the selection or processing of clinical information differs between correct and incorrect diagnoses in written clinical cases remains unclear. We hypothesised that residents would spend more time processing clinical information that was relevant to their final diagnosis, regardless of whether their diagnosis was correct.</p><p><strong>Methods: </strong>In this within-subjects eye-tracking experiment, 19 internal or emergency medicine residents diagnosed 12 written cases. Half the cases contained a correct diagnostic suggestion and the others an incorrect suggestion. We measured how often (i.e. number of fixations) and how long (i.e. dwell time) residents attended to clinical information relevant for either suggestion. Additionally, we measured confidence and time to diagnose in each case.</p><p><strong>Results: </strong>Residents looked longer and more often at clinical information relevant for the correct diagnostic suggestion if they received an incorrect suggestion and were able to revise this suggestion to the correct diagnosis (dwell time: M: 6.3 seconds, SD: 5.1 seconds; compared to an average of 4 seconds in other conditions; number of fixations: M: 25 fixations, SD: 20; compared to an average of 16-17 fixations). Accordingly, time to diagnose was longer in cases with an incorrect diagnostic suggestion (M: 86 seconds, SD: 47 seconds; compared to an average of 70 seconds in other conditions). Confidence (range: 64%-67%) did not differ depending on residents' accuracy or the diagnostic suggestion.</p><p><strong>Discussion: </strong>Selectivity in information processing was not directly associated with an increase in diagnostic errors but rather seemed related to recognising and revising a biased suggestion in favour of the correct diagnosis. This could indicate an important role for case-specific knowledge in avoiding biases and diagnostic errors. Future research should examine information processing for other types of clinical information.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142349669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Upholding our PROMISE: Increased representation is not enough to foster belonging in graduate medical education.","authors":"Patricia Poitevien, Oriaku Kas-Osoka, Audrea Burns, Laura Kester Prakash, Jyothi Marbin, Alan Schwartz, Candice Taylor Lucas, Lahia Yemane, Rebecca Blankenburg","doi":"10.1111/medu.15546","DOIUrl":"https://doi.org/10.1111/medu.15546","url":null,"abstract":"<p><strong>Purpose: </strong>Sense of belonging supports academic achievement and encourages career endurance. The purpose of this study was to characterize what individual and institutional factors influence one's sense of belonging by describing the experiences of underrepresented in medicine (UIM) paediatric and internal medicine-paediatric residents in the United States.</p><p><strong>Method: </strong>The authors conducted a national survey of paediatric and internal medicine-paediatric residents. The 23-item anonymous web-based survey was distributed between October 2020 and January 2021 and included questions on socio-demographic characteristics and individual perceptions on sense of belonging, value, common mission or values at a program or institution and respect. The authors used linear mixed models and fitted regression models to examine individual factors and environmental factors that impact sense of belonging, value and respect.</p><p><strong>Results: </strong>Across 29 residency programs, 938 (53%) of 1748 residents completed the survey. One hundred sixty-seven (18%) self-identified as UIM. UIM residents had a lower sense of belonging than non-UIM residents [mean (SD) 3.6 (0.87) vs. 4.0 (0.57)]. Black/AA and Hispanic/Latinx residents had the lowest sense of belonging [3.5 (0.82) and 2.8 (0.93), respectively]. UIM residents demonstrated decreased sense of belonging in programs that lacked bias training and where peers discriminated against them. Sense of belonging was increased in programs where they perceived a sense of support, respect or values alignment. Surprisingly, individual UIM resident sense of belonging was not improved by having more UIM residents in a program.</p><p><strong>Conclusion: </strong>UIM paediatric residents experience a decreased sense of belonging during training. Programs can support sense of belonging for UIM residents by demonstrating respect and support for them and by offering systems for bias training and reporting bias and discrimination. Recruiting a greater number of UIM trainees remains important; however, compositional diversity alone does not improve a sense of belonging for UIM residents. There is continued need for structural/institutional change, including addressing institutional culture and structural racism.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142349670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do medical students' expectations shape their experiences of well-being programmes?","authors":"Emmanuel Tan,&nbsp;Erik Driessen,&nbsp;Janneke Frambach,&nbsp;Jennifer Cleland,&nbsp;Grainne P. Kearney","doi":"10.1111/medu.15543","DOIUrl":"10.1111/medu.15543","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Medical schools have a duty of care to support their students' health and well-being. Student support studies have tended to focus on outcomes in respect of effectiveness and satisfaction. In contrast, little is known about how student expectations of support may shape their experiences and engagement with support mechanisms, as well as the relationships students have with those offering support (including the institution itself). To address this gap in knowledge, we explore how medical students' expectations of student support systems shape, and are shaped by, institutional rules and processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We employed a qualitative case study approach using an institutional ethnography informed methodology. Our context was a medical school that provides a well-advertised, formal institutional support system where students are assigned a personal tutor. Data collection included interviews with medical students (<i>n</i> = 13) plus document analysis (public facing artefacts and internal policies/guidelines related to the support system). We applied the lens of psychological contract theory to guide abductive analysis of interview and text data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students expected a strong support system to be provided by the medical school and the personal tutors. However, their experiences did not always align with their expectations. Some felt excluded by the system while others regarded the relationship with their personal tutor as more transactional than relational. Where their expectations were unmet, students responded by reducing their engagement with the formal support system and creating their own peer-support network that supplemented existing formal support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Student expectations matter in shaping their experiences of support systems. Where expectations are unmet, students may disengage and/or find alternatives. This may be easier for some students compared with others. More understanding of the relationship between expectations and engagement with support can inform the development of institutional support structures that meet the needs of all students across time.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"309-317"},"PeriodicalIF":4.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142349667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring institutional stratification: Minority-serving institutional pathways to medical school acceptance in the United States.","authors":"Amanda K Burbage, Eushekia Y Hewitt","doi":"10.1111/medu.15539","DOIUrl":"https://doi.org/10.1111/medu.15539","url":null,"abstract":"<p><strong>Introduction: </strong>Recruiting and training a diverse pool of physicians from historically excluded groups is vital to solving complex scientific problems and increasing access to patient care. Disparate educational and health outcomes of COVID-19 amplified this need. In stratified higher education systems, underfunded institutions that serve greater numbers of underrepresented in medicine (URM) students face unique barriers to entering physician training. However, pathways from historically underfunded minority-serving institutions (MSIs) in the United States to medical school (MD) are not well understood.</p><p><strong>Method: </strong>A hierarchical logistic regression analysis of 328 488 de-identified applicants to US MD-granting medical schools for academic years 2017-2018 through 2022-2023 was used to determine predictors of acceptance based on MSI attendance compared to predominantly White institutions (PWI) and other literature-informed predictors. An interrupted time series analysis determined the significance in changes in observed differences in application acceptance before and after the COVID-19 pandemic.</p><p><strong>Results: </strong>In model 1, MSI attendance was associated with significantly lower odds of acceptance, with a 42% to 52% chance of acceptance compared to PWI applicants. Adding MCAT and GPA significantly increased odds of acceptance for most MSI applicants in model 2. MSI attendance, MCAT, GPA and socio-economic status indicators were useful predictors, improving the acceptance model by 39% better than the null model. Although some predictors showed a change in odds over time, none changed significantly when comparing before and after COVID-19.</p><p><strong>Discussion: </strong>MSI attending students were less likely to be admitted to MD programmes, highlighting systemic stratification until other academic factors were introduced to the model that alleviated lower odds, and the COVID-19 pandemic did not substantially change these trends. Improved pathways and strengthened institutional relationships between institutions that have greater proportions of underrepresented students and medical schools may help improve MSI applicant odds furthering diversity within the physician-trained workforce.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142290784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical students experience science communication via moderating podcasts","authors":"Doreen Pretze,&nbsp;Stephan Wiegand","doi":"10.1111/medu.15505","DOIUrl":"10.1111/medu.15505","url":null,"abstract":"&lt;p&gt;In an era where misinformation proliferates and public trust in science is crucial, medical professionals must possess the ability to communicate complex medical information accurately and empathetically to patients, colleagues and the broader community in an understandable manner. Therefore, it is essential for medical students to gain competencies in science communication.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; However, how could we enable students to engage in comprehensive dialogue with society? A promising approach could be a student-moderated live podcast.&lt;/p&gt;&lt;p&gt;In the project ‘YOU ASK we explain’, monthly live podcasts were produced in public locations within the heart of communities, fostering citizen discussions on sensitive medical topics. The recordings took place at locations related to the topics. If we talked about euthanasia, the podcast took place in a cemetery, if we talked about alcohol abuse, we went to a beer garden and if we talked about eating disorders, we went to a farm store. The medical students played a critical role as moderators and link between experts and community. Students developed a moderation guide and got communication training (2 times 2 hours) before the recording. Afterwards the students got oral feedback to their performance from the organisers. For each podcast, we invited an interprofessional discussion panel, consisted of a medical student as moderator, and three experts from different fields (i.e. physicians, pastors, computer scientists and social workers). The audience had the opportunity to ask questions anonymously by cards at any time. The technical support recorded and edited the podcasts and offered them at common podcast platforms. After podcast release, an evaluation of the student moderators showed the skills acquired. Topics of professional, science and rhetorical competencies as well as feedback were assessed on a 5-point Likert scale.&lt;/p&gt;&lt;p&gt;Since January 2023, we produced 15 episodes, which overall had about 550 visitors and 3000 listeners. Interestingly, more female (68% versus 51%) and older (13% versus 4% over 60 years) visitors attended the life events in relation to podcast listeners.&lt;/p&gt;&lt;p&gt;The moderating students were very engaged in the medical school and felt comfortable to give lectures in front of other people. However, the evaluation showed that they improved their skills for future presentations and moderations through the podcast and would like to see the format repeated. The students took about 3 hours for content preparation, to be able to answer any questions at any time, although they were only moderators. They assessed their skills in scientific work as strong, but encountered challenges in introducing controversies into discussions and supporting statements with scientific sources.&lt;/p&gt;&lt;p&gt;The podcast addressed various learning objectives such as medical-scientific skills, communication skills and health counselling. Students improved their scientific skills and, in addition, gained ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1406-1407"},"PeriodicalIF":4.9,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142290786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Table of Contents November 2024 RGS","authors":"","doi":"10.1111/medu.15548","DOIUrl":"10.1111/medu.15548","url":null,"abstract":"<p>November brings the latest installment of invaluable lessons learned through innovative developments in health professional education in the form of the next installment of Really Good Stuff.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1369"},"PeriodicalIF":4.9,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142290787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dispelling the magic of artificial intelligence in medical education","authors":"Casey N. McQuade,&nbsp;Thilan P. Wijesekera,&nbsp;David Chartash","doi":"10.1111/medu.15536","DOIUrl":"10.1111/medu.15536","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"350-351"},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142290783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community-based initiative: Engaging youth in medical education","authors":"Juan Medina-Echeverria,&nbsp;Daniel H. Sanchez","doi":"10.1111/medu.15507","DOIUrl":"10.1111/medu.15507","url":null,"abstract":"&lt;p&gt;In 2022, we launched a ground-breaking Mini Medical School Program tailored for fourth and fifth graders in North Chicago, Illinois. This initiative aimed to tackle the issue of underrepresentation of historically marginalised groups in medicine, particularly among Black and Latinx students, and address health disparities. Data from the AAMC website reveal alarming statistics, with only 6.3% of active physicians being Latino/Latina and a mere 5.2% being Black or African American.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;The primary objective of our programme was to ignite interest and provide exposure to the medical field at a young age to underrepresented populations. We achieved this through an engaging and age-appropriate curriculum designed to introduce students to medicine in a fun and interactive manner, thus fostering a supportive learning environment. By offering initiatives like ours, we aspire to contribute to an increase in the representation of underrepresented groups in medicine.&lt;/p&gt;&lt;p&gt;To fulfil its primary objective, Mini-Medical School (MMS) adopted a community-based approach by partnering with the programme's MMS Student Executive Board, North Chicago Community Partners (NCCP), and received funding from the Creating Pathways and Access for Student Success (CPASS) Foundation. Through this collaboration, an age-appropriate curriculum was delivered virtually to 25 fourth- and fifth-grade students from AJ Katzenmaier Academy. The MMS Student Executive Board is composed of first- and second-year Underrepresented Minorities in Medicine students from Chicago Medical School.&lt;/p&gt;&lt;p&gt;Throughout the programme, students participated in an opening White Coat Ceremony and received instruction on topics including the cardiovascular system, gastrointestinal system, and neurology/mental health, culminating in a graduation ceremony. Additionally, monthly Zoom calls were organised between the Student Executive Board and students' parents to provide guidance on facilitating continued learning at home.&lt;/p&gt;&lt;p&gt;The 2 hour classes followed a structured format: a pretest to assess student baselines, a lecture and smaller breakout sessions led by medical student volunteers serving as teaching assistants (TAs). These interactive sessions reinforced lecture concepts. At the conclusion of each lesson, a post-test was administered, and students shared their favourite part of the day and discussed topics they found interesting.&lt;/p&gt;&lt;p&gt;Numerous valuable insights were gleaned from the MMS experience, informing our approach for future programme iterations. Notably, among the participating 4th-grade students, there was a preference for the Neurology/Mental Health component of the curriculum, as well as a strong affinity for cardiopulmonary resuscitation (CPR) as their favourite activity during the course.&lt;/p&gt;&lt;p&gt;Furthermore, as part of the feedback collection process, an end-of-year focus group study was conducted, in which the MMS students were interviewed regarding their pr","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1399-1400"},"PeriodicalIF":4.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142266683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}