Medical Teacher最新文献_第8页

Motivation and socialization during summer predict medical students' success: An artificial intelligence study. 暑期的学习动机和社交可预测医学生的成功：人工智能研究

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-25 DOI: 10.1080/0142159X.2024.2429614

Joris Pensier, Florent Benoist, Lucas Deffontis, Nicolas Boulet, Bader Al Taweel, David Costa, Philippe Deruelle, Delphine Capdevielle, Audrey De Jong, Denis Morin, Gérald Chanques

{"title":"Motivation and socialization during summer predict medical students' success: An artificial intelligence study.","authors":"Joris Pensier, Florent Benoist, Lucas Deffontis, Nicolas Boulet, Bader Al Taweel, David Costa, Philippe Deruelle, Delphine Capdevielle, Audrey De Jong, Denis Morin, Gérald Chanques","doi":"10.1080/0142159X.2024.2429614","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2429614","url":null,"abstract":"Purpose: The latest reform of French medical studies has moved the National Ranking Examination before residency to the beginning of the sixth-year for undergraduate medical students, thus placing unprecedented workload during the preceding summer. The main objective was to determine whether study conditions and psychosocial factors were associated with student success in this model of intense workload.Materials and methods: An online survey designed with six student-partners was sent at a French Medical School after the examination in 2023. The primary outcome was student success in achieving their main goal (Ranking, Knowledge, Well-being). A machine-learning model (eXtreme Gradient Boosting) was developed and explained using Artificial Intelligence. An AI-guided multivariate logistic regression was performed, Odd Ratios were calculated.Results: Out of 123 responses, 75 (61%) of the students achieved their main goal. Motivation and socialization during the summer were the two most important variables for predicting student success. In guided multivariate logistic regression, summer motivation (Odd Ratio = 4.12, 95%CI[1.75-10.30]), summer loneliness (Odd Ratio = 0.35, 95%CI[0.14-0.86]), and student's main goal (Ranking, Odd Ratio = 2.94, 95%CI[1.15-7.79]) were associated with student success.Conclusions: Motivation and socialization during the summer preceding high-stakes examinations are strongly predictive of undergraduate medical students' success. This study highlights the importance of well-being during summer for student success.[Box: see text].","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142710620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reassessing the efficacy of combined spacing and testing effects in clinical skills training: A critical perspective. 重新评估临床技能培训中间隔和测试综合效应的有效性：批判性视角。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-24 DOI: 10.1080/0142159X.2024.2432989

Supianto

引用次数: 0

Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study. 限制性检查表对客观结构化临床检查有效性的影响：有效性比较研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-22 DOI: 10.1080/0142159X.2024.2430364

Sun Jung Myung, Ju Whi Kim, Chan Woong Kim, Do Hoon Kim, Eungkyung Eo, Jong Hoon Kim, Jae Jin Han, Sangyoung Bae

{"title":"Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study.","authors":"Sun Jung Myung, Ju Whi Kim, Chan Woong Kim, Do Hoon Kim, Eungkyung Eo, Jong Hoon Kim, Jae Jin Han, Sangyoung Bae","doi":"10.1080/0142159X.2024.2430364","DOIUrl":"10.1080/0142159X.2024.2430364","url":null,"abstract":"Background: The Objective Structured Clinical Examination (OSCE) is a cornerstone of medical education that uses a structured approach to assess clinical skills and competency. A well-designed checklist is essential to enhance the validity of OSCE exams. This study aimed to determine whether a clinically discriminatory checklist (CDC) improves the validity of the OSCE compared with an assessment using the thoroughness checklist (TC), with a particular focus on clinical reasoning.Methods: Fourteen OSCE case scenarios with both TC and CDC were developed. Each case was administered to 350-1170 fourth-year medical students in nine medical schools within the Seoul-Gyeonggi-area (Korea) during their OSCEs in 2019 and 2020. We also conducted interstation examinations after standardized patient encounters to assess clinical reasoning ability. The validities of OSCE scores based on the TCs and CDCs were compared.Results: The OSCE using a CDC (rather than a TC) enabled better item discrimination but provided a lower internal consistency coefficient and worse standard measurement error. Clinical reasoning scores derived using patient notes were significantly correlated with OSCE scores but varied according to the characteristics of each case, indicating that OSCE scores derived using CDCs did not assess clinical reasoning ability more accurately than OSCE scores obtained using TCs.Conclusions: This study found that using a CDC to limit checklist items did not improve OSCE validity and did not reflect clinical reasoning ability. Further development of robust assessment strategies that support and evaluate clinical reasoning abilities is needed.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-7"},"PeriodicalIF":3.3,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142693150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is vMMI effective in fairly assessing interpersonal skills? vMMI 能否有效公平地评估人际交往技能？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-21 DOI: 10.1080/0142159X.2024.2431135

引用次数: 0

Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158". 回应："人工智能在卫生职业教育中的伦理应用：AMEE 指南第 158 号"。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-21 DOI: 10.1080/0142159X.2024.2431131

Maryam Akbarilakeh

引用次数: 0

Edgar Dale's Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters' research? 埃德加-戴尔的医学教育学习金字塔：在肯-马斯特斯的研究之后，它还是一个科学神话吗？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-16 DOI: 10.1080/0142159X.2024.2427743

Hamed Khani

引用次数: 0

To use or not to use: ERIC database for medical education research. 用还是不用：ERIC 医学教育研究数据库。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-14 DOI: 10.1080/0142159X.2024.2422003

Michael T Lam, Helen R Lam, Manfred Gschwandtner, Philip Chan

{"title":"To use or not to use: ERIC database for medical education research.","authors":"Michael T Lam, Helen R Lam, Manfred Gschwandtner, Philip Chan","doi":"10.1080/0142159X.2024.2422003","DOIUrl":"10.1080/0142159X.2024.2422003","url":null,"abstract":"Introduction: Bibliographic databases are essential research tools. In medicine, key databases are MEDLINE/PubMed, Embase, and Cochrane Central (MEC). In education, the Education Resource Information Center (ERIC) is a major database. Medical education, situated between medicine and education, has no dedicated database of its own. Many medical education researchers use MEC, some use ERIC and some do not.Methods: We performed a descriptive analysis using search strategies to retrieve medical education references from MEC and ERIC. ERIC references which were duplicates with MEC references were removed. Unique ERIC references were tallied.Results: Between 1977 and 2022, MEC has 359,354 unique references relevant to medical education. ERIC provided 3925 unique references for the same period, all of which would be missed by searching only MEC. The mean unique ERIC medical education references per year for all 46 years is 85 (SD = ±29), or 119 (SD = ±15) for the last 10 years from 2013 to 2022.Conclusion: ERIC consistently offered a small yet significant number of unique references relevant to medical education for decades. We recommend the use of ERIC for medical education research when comprehensive literature searches are required, such as in systematic reviews, scoping reviews, evidence synthesis, or guideline development.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-8"},"PeriodicalIF":3.3,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Response to: 'When reality no longer meets the curriculum, what needs to adapt?' 回应：当现实不再符合课程设置时，需要调整什么？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-13 DOI: 10.1080/0142159X.2024.2424643

Goksel Altinisik, Nazli Cetin

引用次数: 0

The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study. 综合利用间隔效应和测试效应对复杂技能培训的重要性：一项准实验研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-13 DOI: 10.1080/0142159X.2024.2427735

Renata Vicente Soares, Rafaela Batista Dos Santos Pedrosa, John Sandars, Dario Cecilio-Fernandes

{"title":"The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study.","authors":"Renata Vicente Soares, Rafaela Batista Dos Santos Pedrosa, John Sandars, Dario Cecilio-Fernandes","doi":"10.1080/0142159X.2024.2427735","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2427735","url":null,"abstract":"Introduction: A major challenge is retention of complex clinical skills. Spacing training and testing have been demonstrated to increase knowledge and skill retention but the combination has not been previously investigated in complex clinical skills. The aim of our study was to compare the effectiveness of combined spacing and testing for Basic Life Support (BLS) and Advance Life Support (ALS) simulation training in one group (intervention group), with combined spacing and testing, and another group (control) that received simulation training in a single-session simulation training without testing.Methods: A quasi-experimental study.Results: Thirteen nursing students were in the intervention group and 18 in the control group. After three months, there was no significant reduction in retention of BLS knowledge (p > 0.05) or BLS skills (p < 0.05) in the intervention group, but there was a significant reduction in both (p < 0.05) in the control group. We found no significant reduction in retention of ALS knowledge in the control group (p > 0.05), but there was a significant reduction in the intervention group (p < 0.05). There was no significant decay of ALS skills in both groups (p < 0.05).Discussion: This is the first study to demonstrate that combined spacing and testing could be highly effective for complex skills simulation training to increase retention after three months.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-8"},"PeriodicalIF":3.3,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"They already trusted us a lot": Allied health students' experiences of an innovative hospital, service-focussed placement model. "他们已经非常信任我们了"：专职医疗学生对创新的医院服务型实习模式的体验。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-13 DOI: 10.1080/0142159X.2024.2418568

Lily To, Belinda Kenny, Gillian Nisbet, Sue McAllister, Bernadette Brady, Lauren Christie, Merrolee Penman, Justine Dougherty, Tanya Thompson

{"title":"\"They already trusted us a lot\": Allied health students' experiences of an innovative hospital, service-focussed placement model.","authors":"Lily To, Belinda Kenny, Gillian Nisbet, Sue McAllister, Bernadette Brady, Lauren Christie, Merrolee Penman, Justine Dougherty, Tanya Thompson","doi":"10.1080/0142159X.2024.2418568","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2418568","url":null,"abstract":"Background: A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students' competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning.Methods: Students' perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students' learning.Results: A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment.Conclusions: Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0