MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Training Internal Medicine Residents to Perform Telemedicine Visits: A Novel Skill-Based Curriculum.","authors":"Sarah Jones, Melissa McNeil, Scott D Rothenberger, Kwonho Jeong, Tanya Nikiforova","doi":"10.15766/mep_2374-8265.11540","DOIUrl":"10.15766/mep_2374-8265.11540","url":null,"abstract":"<p><strong>Introduction: </strong>Since the COVID-19 pandemic, internal medicine (IM) residents have provided patient care via telemedicine in their continuity clinics but often without formal training in telemedicine skills. To address this education gap, we developed a two-part curriculum to improve IM residents' self-perceived competence with outpatient telemedicine skills.</p><p><strong>Methods: </strong>From May to August 2020, IM residents participated in a 45-minute interactive case-based, small-group discussion focused on patient triage, virtual physical examination, and telemedicine communication skills. Faculty preceptors directly observed resident telemedicine visits and provided residents with formative feedback using a checklist. Residents completed pre- and postsession surveys assessing self-perceived competence with 15 telemedicine skills.</p><p><strong>Results: </strong>A total of 119 residents participated in the case-based session, and most (61%) received direct observation. Among these residents, 51% (61/119) completed both pre- and postsession surveys. After completing the curriculum, residents' self-perceived competence increased for all skills, with the largest gains in triaging patients to visit types, physical exam adaptation, addressing preventative care, and arranging follow-up (mean 0.5 increase in participant ratings based on 5-point Likert scale; <i>p</i> < .001). Improvement in self-perceived competence was independent of resident level of training and video visit volume. Faculty performing direct observations expressed high levels of confidence in the care delivered.</p><p><strong>Discussion: </strong>This easily implemented curriculum combining a case-based discussion with direct observation increased IM residents' self-perceived competence in telemedicine skills and could be readily adopted in IM residency programs and various specialties to provide trainees with telemedicine skills.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11540"},"PeriodicalIF":0.0,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12237798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144601795","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":"Low-Fidelity, In Situ, Accessible Pediatric Mass Casualty Incident Simulation to Evaluate and Improve Pediatric Readiness.","authors":"Sydney E Jeffs, Cathlyn K Medina, Parker Frankiewicz, Steven W Thornton, Elizabeth Horne, Smith Ngeve, Tara Thomason, Delaney Anani-Wolf, Catherine B Beckhorn, Delaney James, Rachel Hobbs, Remi Hueckel, Corrie E Chumpitazi, Erin R Hanlin, Rachel O'Brian, Elisabeth T Tracy, Emily Greenwald","doi":"10.15766/mep_2374-8265.11538","DOIUrl":"10.15766/mep_2374-8265.11538","url":null,"abstract":"<p><strong>Introduction: </strong>Existing mass casualty incident (MCI) simulations rely on high-fidelity patient simulators, which are cost-prohibitive and often exclude pediatric patients. To address the need for deployable, low-fidelity pediatric MCI simulations, we developed and evaluated a cost-conscious model to teach the principles of JumpSTART, the pediatric variation of the Simple Triage and Rapid Treatment (START) algorithm.</p><p><strong>Methods: </strong>In this low-fidelity pediatric MCI simulation, pediatric trauma patients were represented by 2D, life-sized drawings including all pertinent information for triage using JumpSTART. Learners were prehospital and hospital staff with multidisciplinary backgrounds. Learners were divided into two groups and assigned five unique patients across triage and acuity levels. Primary outcomes were the accuracy of assigned triage categories and Broselow lengths, and time to triage completion. Postsimulation surveys were designed to assess learner attitudes about the exercise.</p><p><strong>Results: </strong>Two sessions of the pediatric MCI simulation were conducted (18 and 16 participants, respectively). Triage categories were correctly assigned using JumpSTART for 9 of 10 patients in cohort 1. One patient was over-triaged. All patients in cohort 2 were correctly assigned triage categories. Broselow lengths were correctly assigned to all patients. Median time to assign a triage category per patient was 67 seconds (range 30-135) for the first cohort and 64 seconds (range 30-116) for the second. Participant feedback was universally positive.</p><p><strong>Discussion: </strong>We present an accessible, low-fidelity training model for pediatric MCI, which creates a simple but dynamic hands-on experience for participants around the JumpSTART pediatric triage algorithm and is replicable across environments.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11538"},"PeriodicalIF":0.0,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12202713/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530103","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":"Peer-to-Peer Mental Health Training: A National Model for Peer Support for Medical and Dental Students.","authors":"Armand Amini, Avina Rami, Rhea W Teng, Clara Baselga-Garriga, Kaiz Esmail, Marium Raza, William Oles, Ivo H Cerda, Mark É Czeisler, Mariel T Sander, Vivian Wang, Surya Pulukuri, David Abramson, Fidencio Saldaña, Jennifer Potter","doi":"10.15766/mep_2374-8265.11537","DOIUrl":"10.15766/mep_2374-8265.11537","url":null,"abstract":"<p><strong>Introduction: </strong>Medical and dental students experience higher-than-average prevalence of depression, anxiety, burnout, and suicidal ideation compared to the age-matched general population. Early interventions for these students can prevent escalation to more acute mental health crises and suicide. Studies show that medical students first seek support from their peers. Our curriculum teaches students how to support both themselves and their peers prior to an acute mental health crisis.</p><p><strong>Methods: </strong>The authors designed, implemented, and evaluated a 90-minute peer-to-peer mental health training that aimed to equip first-year medical and dental students with skills and resources to intervene on behalf of a peer experiencing mental health distress. The workshop consisted of a peer-led didactic session, dyad role-play sessions, and a guided reflection. Resources included a slide deck, student handouts detailing the dyad role-plays, and pre/postsession surveys.</p><p><strong>Results: </strong>One hundred sixty-four first-year students from Harvard Medical School and Harvard School of Dental Medicine completed the required training. Comparisons of survey responses by paired <i>t</i> tests indicated statistically significant increases in mean scores for eight items assessing learner confidence, and an increased sum score of six items assessing learner knowledge (mean of 5.6 postsession vs. 5.4 presession; <i>p</i> = .04).</p><p><strong>Discussion: </strong>Our results demonstrate the feasibility and effectiveness of peer-led mental health training to increase first-year medical and dental students' related knowledge and confidence in identifying and responding to peers experiencing emotional distress. The resources developed for this training can be adapted to provide foundational mental health training at other medical and dental institutions.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11537"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12185778/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486294","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":"Addressing the Minority Tax by Building Diversity Capital: A Case-Based Discussion.","authors":"John P Sánchez, Deion Ellis, Veronica Plaza, Andrea Vélez, Jose Rodriguez, Laura Duque Lasio, Fabiola Quintero-Rivera","doi":"10.15766/mep_2374-8265.11536","DOIUrl":"10.15766/mep_2374-8265.11536","url":null,"abstract":"<p><strong>Introduction: </strong>The concept of minority tax, referring to the extra, often uncompensated burden placed on underrepresented in medicine individuals to take on diversity-related work, mentorship, and emotional labor in addition to their primary responsibilities, has emerged as an important topic for minoritized faculty, staff, and trainees in health professions education. This tax can encroach on their more valued academic performance, research time, and career advancement opportunities, yet few teaching materials introduce minority taxation and how it may be addressed by turning daily experiences and diversity, equity, and inclusion-related work into diversity capital.</p><p><strong>Methods: </strong>Kern's six-step model guided development of a 60-minute workshop describing minority tax, diversity capital, and approaches for addressing tax by building diversity capital, including minority tax mitigation, value-based alignment, and tax reform. Educational strategies, delivered in virtual and hybrid formats, included a presentation embedded with reflection exercises and case-based discussions.</p><p><strong>Results: </strong>One hundred three individuals participated in the workshop, including faculty, residents, medical students, and other health professionals. Thirty-seven participants completed the pre- and postworkshop evaluation. A comparison of pre- and postworkshop responses using related-samples Wilcoxon signed-rank test showed a significant increase in learners' confidence in meeting each learning objective (<i>p</i> < .01). Learners particularly valued the inclusion of quotes exemplifying minority taxation, and the interactive, realistic case discussions on building diversity capital.</p><p><strong>Discussion: </strong>This self-affirming workshop uniquely provides guidance on how individuals, including faculty, trainees, and other health professionals, can begin building diversity capital while institutions work toward more systematic efforts to address minority taxation.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11536"},"PeriodicalIF":0.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12179326/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477144","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":"A Systematic and Practical Framework on Gender and Sexual Diverse (GSD) Health for Internal Medicine Residents.","authors":"Sebastian Suarez, Emily Lupton Lupez, Katherine L Modzelewski, Chad Hinkle, Carl G Streed, Jennifer Siegel","doi":"10.15766/mep_2374-8265.11535","DOIUrl":"10.15766/mep_2374-8265.11535","url":null,"abstract":"<p><strong>Introduction: </strong>Internal medicine (IM) residents often lack the knowledge, comfort, and competency to care for gender and sexual diverse (GSD) patients, contributing to health disparities. We developed a practical, evidence-based framework providing residents with a systematic, stepwise approach to addressing GSD health needs.</p><p><strong>Methods: </strong>The curriculum was implemented at an urban safety-net hospital for 46 IM residents. Two 2-hour sessions utilized a case-based, small-group, interactive scenario of a transgender woman requiring screening and treatment of sexually transmitted illnesses (STIs), pre-exposure prophylaxis (PrEP) prescription, and gender-affirming hormone therapy (GAHT) initiation. One-page handouts with step-by-step instructions were provided. Surveys evaluated knowledge, attitudes toward the importance of GSD care, and perceptions of confidence in performing specific skills related to GSD care. Wilcoxon signed-rank tests were used to compare pre- and postsession answers.</p><p><strong>Results: </strong>Residents' perceived confidence in providing GSD sexual health care and prescribing PrEP and GAHT increased after the sessions (<i>p</i> < .001). Attitudes regarding the importance of obtaining comprehensive sexual histories, discussing gender identity, assessing gender dysphoria, and offering GAHT for GSD patients also increased (<i>p</i> < .001). The median number of correct responses to five knowledge-based questions increased from 1 to 4 (<i>p</i> < .001).</p><p><strong>Discussion: </strong>This curriculum improved residents' perceptions of the importance of providing GSD care, as well as their knowledge and confidence in clinical skills related to STI screening and treatment, PrEP prescription, and GAHT initiation. This curriculum offers IM residents one of the first systematic frameworks, with immediately useable materials, to address GSD health.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11535"},"PeriodicalIF":0.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12170925/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318211","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":"Procedural Education for Family Medicine Residents: Innovative Independent Suturing Training With Asynchronous Coaching and Feedback.","authors":"Sahoko H Little, Scott A Kelley, James M Cooke, Deborah M Rooney","doi":"10.15766/mep_2374-8265.11534","DOIUrl":"10.15766/mep_2374-8265.11534","url":null,"abstract":"<p><strong>Introduction: </strong>Suture skills are important for family physicians, and they are best learned during residency. To increase the residents' readiness for clinical procedures, we developed a self-directed online suturing training program that targets knowledge and suturing techniques with video submission, evaluation, and feedback. The program was built to address residents' difficulties in performing obstetric laceration repairs, although the content is also pertinent to office-based skin procedures.</p><p><strong>Methods: </strong>First-year residents were assigned an online suturing training program during their surgical rotation. Assessments included a pre- and posttraining knowledge test and survey evaluating participants' comfort level with suturing and their perception of the training program's value. Residents submitted videos of their suturing, which were graded by one expert preceptor, who provided coaching and feedback. Changes in test scores and comfort ratings pre- to posttraining were analyzed using paired Student <i>t</i> tests.</p><p><strong>Results: </strong>Between 2018 and 2023, 64 residents were enrolled. Forty-seven (73%) submitted all expected videos, and 39 (61%) completed all components, including tests and surveys. Knowledge test and comfort level scores improved after the training (<i>p</i> < .001). The majority (>91%) of residents reported improved knowledge, suturing skill, and comfort level, and would recommend the program to their peers.</p><p><strong>Discussion: </strong>This novel self-directed suturing training utilizing simulation, video capture, and asynchronous faculty coaching and feedback was an effective tool to support learning of suturing skills. This training allowed for the assessment of each resident's suture skills with minimal time burden on the preceptor to prepare each resident for clinical procedures.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11534"},"PeriodicalIF":0.0,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12163004/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303046","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":"Empiric: A Card Game for Guideline-Based Antibiotic Prescribing Used for Continuing Medical Education.","authors":"Michael Cosimini, Diego Molina Ochoa, Diana Yu, Alison Chiang","doi":"10.15766/mep_2374-8265.11533","DOIUrl":"10.15766/mep_2374-8265.11533","url":null,"abstract":"<p><strong>Introduction: </strong>Adherence to guidelines when prescribing antibiotics can reduce antibiotic resistance and prevent adverse patient effects. However, adherence in practice is mixed. Nonadherence can be partly attributed to a lack of knowledge or understanding of guidelines. Tabletop games promote active learning of guidelines in an engaging, psychologically safe manner. While card and board games for medical education are gaining popularity, they generally target early learners. This novel workshop instead targets practitioners pursuing CME and demonstrates the utility of games for learning in a new audience.</p><p><strong>Methods: </strong>A card game using a scoring system designed to emphasize the use of narrow-spectrum antibiotics and observation without antibiotics was developed iteratively over 5 years. The game was used in a series of primary care CME conferences, and evaluations were collected to assess the efficacy of the presentation and how it would impact behavior change.</p><p><strong>Results: </strong>Fifty-four practicing primary care providers participated in workshops using this game over the course of two regional CME conferences. Using a 5-point Likert scale (1 = <i>strongly disagree</i>, 5 = <i>strongly agree</i>), participants rated the workshop highly in all categories, including \"I will make changes in my work or practice based on the information presented.\" Qualitative comments were positive, highlighting that the workshop was \"helpful\" and \"fun.\"</p><p><strong>Discussion: </strong>This workshop shows that CME audiences are receptive to games and could find them useful. Serious games for CME should continue to be explored, including for educational efficacy and best practices in the pairing of educational content and game mechanics.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11533"},"PeriodicalIF":0.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12150887/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267458","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":"Implementation of a Novel Wilderness Medicine Simulation Course for Medical Students.","authors":"Katherine A Sprengel, Sophia Redpath, Kira L Palazzo, Sara M Hock","doi":"10.15766/mep_2374-8265.11526","DOIUrl":"10.15766/mep_2374-8265.11526","url":null,"abstract":"<p><strong>Introduction: </strong>Wilderness medicine is a growing field focused on delivering quality medical care in austere environments. Simulation-based education has proven effective in emergency and wilderness medicine, particularly in graduate medical education. We propose that introducing wilderness medicine concepts earlier in medical education as part of a high-fidelity simulation for medical students could both increase interest in wilderness medicine and have widely applicable educational benefits.</p><p><strong>Methods: </strong>We developed a novel 1-day case-based simulation curriculum to be performed in a wilderness environment and invited undergraduate medical students to participate. A 25-question survey was administered before and after the simulation to assess subjective change across various topics.</p><p><strong>Results: </strong>The 10 of 12 students who responded to the survey indicated that the simulation significantly increased their confidence in managing urgent medical cases and increased their interest in the wilderness medicine field. All students agreed that simulation was an effective way to learn this material.</p><p><strong>Discussion: </strong>Implementing a wilderness medicine simulation in medical curricula appears feasible and provides a comprehensive model that can be easily adapted to other institutions.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11526"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12146433/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259078","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":"First 3 Minutes: A Rapid Cycle Deliberate Practice Pediatric Resuscitation Simulation for Multidisciplinary Staff.","authors":"Kathryn Songer, Marie Fiero, Joan Roberts","doi":"10.15766/mep_2374-8265.11529","DOIUrl":"10.15766/mep_2374-8265.11529","url":null,"abstract":"<p><strong>Introduction: </strong>Medical staff on acute care wards respond to in-hospital emergencies, yet they are often poorly prepared due to the infrequency of pediatric cardiopulmonary events. We developed this rapid cycle deliberate practice simulation to improve the skills and knowledge required to initiate high-quality CPR and prepare for the arrival of the code blue response team.</p><p><strong>Methods: </strong>This 30-minute simulation was performed in situ within hospital rooms and required low-fidelity equipment. Participants resuscitated an unresponsive, pulseless infant. The simulation was conducted three times, with each participant cycling through each role. Critical actions included checking for responsiveness and calling for help, starting compressions, ventilating the patient, and placing defibrillation pads while maintaining high-quality CPR.</p><p><strong>Results: </strong>Participants' (attending physicians', pediatric trainees', advanced practice providers', registered nurses') self-reported confidence, as rated based on a 5-point Likert scale (1 = <i>strongly disagree</i>, 5 = <i>strongly agree</i>), significantly improved in providing high-quality CPR (<i>n</i> = 151; <i>Z</i> = 9.4; <i>p</i> < .01) and managing airway, breathing, and circulation in the first 3 minutes of a code situation (<i>n</i> = 154; <i>Z</i> = 9.6; <i>p</i> < .01). Knowledge scores (four multiple-choice questions) assessing high-quality CPR principles improved from a mean 68% to 85% (<i>n</i> = 151; <i>p</i> < .01). Respondents indicated they found the training session to be helpful, with a mean score of 4.8 on a 5-point Likert scale (1 = <i>not at all helpful</i>, 5 = <i>extremely helpful</i>).</p><p><strong>Discussion: </strong>This multidisciplinary simulation was well received and improved participants' confidence in responding to pediatric cardiopulmonary emergencies and knowledge of high-quality CPR principles.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11529"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12141546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250094","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":"The Flipped Classroom Approach: A Feasible Way to Teach the Physical Exam in Spanish.","authors":"Andrew Bueno, Helen Woolcock Martinez, Ana I Esteban-González","doi":"10.15766/mep_2374-8265.11532","DOIUrl":"10.15766/mep_2374-8265.11532","url":null,"abstract":"<p><strong>Introduction: </strong>There is an increasing need for medical Spanish education, and experts have suggested a flipped classroom approach incorporating online and in-person learning as a low-cost and effective way to teach language skills. As such, we produced a brief hybrid learning workshop to teach performance of the physical exam in Spanish.</p><p><strong>Methods: </strong>We developed a flipped classroom Spanish physical exam workshop that consisted of asynchronous online video modules and in-person teaching. The workshop was offered at a single medical school to all second-year preclinical students. Students were surveyed on their comfort performing a physical exam in Spanish (without an interpreter) before and after the in-person workshop.</p><p><strong>Results: </strong>A total of 62 students attended the workshop and completed surveys. Eighteen students (29%) watched some or all of the videos prior to the workshop and were highly satisfied with the quality of the videos (94% satisfied). After completing the in-person workshop, students reported significantly higher comfort in interacting with Spanish-speaking patients. Students reported increased comfort using an interpreter but also reported increased comfort with talking to patients without an interpreter present.</p><p><strong>Discussion: </strong>Overall, this intervention provides a feasible method for teaching the physical exam in Spanish and increasing students' comfort levels in working with Spanish-speaking patients. The Spanish proficiency levels for which this workshop might be most effective remain unclear. Care should be taken to ensure students are aware of their limitations and practice their language skills only in the presence of a certified medical interpreter.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11532"},"PeriodicalIF":0.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12134118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227021","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}