Medical Science Educator最新文献

Letter from the Editor. 编辑来信。

IF 1.9

Medical Science Educator Pub Date : 2025-04-28 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02399-4

David M Harris

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Letter from the Editor. 编辑来信。

IF 1.9

Medical Science Educator Pub Date : 2025-03-10 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-025-02356-1

David M Harris

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MedullaMentor: A Web Interactive Brainstem Atlas. MedullaMentor：一个网络互动脑干图谱。

IF 1.9

Medical Science Educator Pub Date : 2025-03-06 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02331-w

Kunal Jain, Emily Minner, Gayatri Prakash, Duncan Salmon, Deeksha Sarda, Sydney Zhou, Leslie Day

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Pre-clinical Medical Student Generated Formative Questions Can Inform the Topics Covered in Faculty Review Sessions Prior to Summative Assessments. 临床前医学院学生提出的形成性问题可以在总结性评估之前告知教师评审会议所涵盖的主题。

IF 1.9

Medical Science Educator Pub Date : 2025-02-26 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02333-8

Jarod Karom, Corinne Stanforth, Laura M Banks, Jason L Hirsch, Samuel N Paul, Jose A Bazan, Sheryl Pfeil, Christopher R Pierson

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Development of a Universal Prompt as a Scalable Generative AI-Assisted Tool for USMLE Step 1 Style Multiple-Choice Question Refinement in Medical Education. 医学教育中USMLE第1步式选择题细化的通用提示作为可扩展生成ai辅助工具的开发。

IF 1.9

Medical Science Educator Pub Date : 2025-02-25 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02334-7

Youngjin Cho, Grace L Park, Gabi N Waite, Abhijay Mudigonda, John L Szarek

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Using an AI-Nurse to Help Teach Graduating Medical Students to Take Overnight Call. 使用人工智能护士帮助即将毕业的医科学生接通宵电话。

IF 1.9

Medical Science Educator Pub Date : 2025-02-24 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02335-6

Christina Weaver, Nicholas J Caputo, Connor Yost, Scott A Hauert

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A "Noodle and Thread": A Low-Fidelity Simulation of Blood Vessel Ligation Using Common Household Items. “面条和线”：使用普通家用物品进行血管结扎的低保真模拟。

IF 1.9

Medical Science Educator Pub Date : 2025-02-20 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02315-w

Justin Markel, Jacob D Franke, Kerri Woodberry, Matthew Fahrenkopf

{"title":"A \"Noodle and Thread\": A Low-Fidelity Simulation of Blood Vessel Ligation Using Common Household Items.","authors":"Justin Markel, Jacob D Franke, Kerri Woodberry, Matthew Fahrenkopf","doi":"10.1007/s40670-025-02315-w","DOIUrl":"https://doi.org/10.1007/s40670-025-02315-w","url":null,"abstract":"Purpose: Simulation is becoming increasingly essential to surgical education, and many skills are learned in simulation-based training laboratories before being used in the operating room (OR). The COVID-19 pandemic exposed the need for alternative methods of learning important surgical techniques, particularly in resource-limited areas. One of the most important early skills for trainees is surgical knot tying without exerting excessive upward traction, such as that used to ligate blood vessels prior to division and cautery.Methods: To help solve this problem, we have developed a model of blood vessel ligation and surgical knot tying using common, inexpensive household items including noodles, adhesive tape, and thread.Results: The proposed model adequately simulated blood vessel ligation and displayed a wide spectrum of difficulty levels based on the materials chosen.Conclusions: Surgical knot tying can be practiced in private settings with the proposed model of blood vessel ligation. The model is low cost, and its difficulty can be adjusted by changing noodle morphology.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"597-602"},"PeriodicalIF":1.9,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144032459","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}

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Participant Perceptions of Using Research Mentorship to Create a Pipeline Program for Premedical Students Underrepresented in Medicine. 参与者对使用研究指导为医学中代表性不足的医学预科学生创建管道计划的看法。

IF 1.9

Medical Science Educator Pub Date : 2025-02-10 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02312-z

JiCi Wang, Ross Kaufhold, Tianyi Wang, Asavari Rajpurkar, Jeremy Shapiro, Seth Garrett, Mujtaba Hameed, Lauren Bohm

引用次数: 0

ACQUIRED: An Innovative Asynchronous Modality to Increase Quality Teacher-Learner Dialogue and Overcome Classroom Barriers in Basic Science Medical Education. 获得：一种创新的异步模式，提高教师与学习者的对话质量，克服基础科学医学教育中的课堂障碍。

IF 1.9

Medical Science Educator Pub Date : 2025-02-06 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-024-02248-w

Brianne E Lewis, Stefanie M Attardi, Kara E Sawarynski

{"title":"ACQUIRED: An Innovative Asynchronous Modality to Increase Quality Teacher-Learner Dialogue and Overcome Classroom Barriers in Basic Science Medical Education.","authors":"Brianne E Lewis, Stefanie M Attardi, Kara E Sawarynski","doi":"10.1007/s40670-024-02248-w","DOIUrl":"https://doi.org/10.1007/s40670-024-02248-w","url":null,"abstract":"Learners are faced with psychological and temporal classroom barriers that may preclude participation and learning. We present an asynchronous instructional design modality aiming to address learning barriers, retain active learning, and foster quality teacher-learner interactions. We designed and evaluated individualized online lessons constructed with flexible navigation, short instructional videos, integrated formative assessment, and reflection questions with bidirectional teacher-learner communication. Narrative student comments (n = 3075, from 33 basic science sessions over three cohorts of 125 students) were extracted from faculty evaluations, and descriptive coding identified strengths and constructive criticisms. Data are presented as mean ± SD. A majority of comments were positive (76.6% ± 2.12%) with 43.5% ± 8.7% of these focused on the ACQUIRED modality. Within these responses, students most benefited from formative practice questions (18.6% ± 2.3%), the modular format (17.3% ± 2.7%), engagement with material (11.1% ± 0.9%), ease of asking questions (9.2% ± 2.4%), overall organization (8.0 ± 2.8%), and fast responsiveness from the teacher (7% ± 2.0). Fewer comments were constructive (15.0 ± 2.1%), with 51.5% ± 30.9% of these focused on the ACQUIRED modality. More formative questions (30.5% ± 21.8%) were described for improvement. Our data informed the design of the ACQUIRED model for asynchronous instruction, emphasizing ACcessible QUality Interactions and REsponsive Design. The model addresses learning and participation barriers and fosters meaningful, bidirectional teacher-learner interactions.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02248-w.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"905-917"},"PeriodicalIF":1.9,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058606/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144000984","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

Correction to: Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning. 更正：医学院大小组会议中主动与被动学习：一项调查学习和学习感觉影响的随机交叉试验。

IF 1.9

Medical Science Educator Pub Date : 2025-02-05 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02299-7

Peter Boedeker, Tobias Schlingmann, Joshua Kailin, Ajith Nair, Cara Foldes, David Rowley, Katherine Salciccioli, Ronald Maag, Nancy Moreno, Nadia Ismail

引用次数: 0