Medical Science Educator最新文献_第10页

Coproducing a Faculty Feedback Program for School of Medicine Educators. 为医学院教育工作者共同制定教师反馈计划。

IF 1.9

Medical Science Educator Pub Date : 2024-11-09 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02203-9

Kathryn B Moore, Mary E Steinmann, Rachel Bonnett, Jorie M Colbert-Getz, Katherine A Anderson

{"title":"Coproducing a Faculty Feedback Program for School of Medicine Educators.","authors":"Kathryn B Moore, Mary E Steinmann, Rachel Bonnett, Jorie M Colbert-Getz, Katherine A Anderson","doi":"10.1007/s40670-024-02203-9","DOIUrl":"10.1007/s40670-024-02203-9","url":null,"abstract":"Objectives: Many institutions have developed holistic faculty evaluation programs to address limitations of using student feedback as a sole means of measuring teaching effectiveness. Much of the current literature on faculty development and evaluation explores retrospective data about faculty reactions and/or outcomes of teaching evaluation programs, but few have described this level of faculty input gathered prospectively. As a first step in designing a faculty evaluation program, we partnered with faculty, using the conceptual framework of co-production to ensure we have considered their needs, and anticipate this will promote stakeholder buy-in, and lead to more uptake in faculty who want to participate in a faculty evaluation program.Methods: In 2023, we conducted focus groups with 25 faculty to proactively determine faculty educator needs before design of a faculty evaluation program at the Spencer Fox Eccles School of Medicine at the University of Utah. Codes from focus group transcripts were mapped to the Faculty Developmental Conceptual Framework to determine themes.Results: Resultant themes mapped to contextual factors of the institution, relationships between individuals, and individual-level factors.Conclusions: We established three guiding principles to address faculty needs and values in a model faculty feedback program with the aim of building a sustainable program to promote faculty growth and development.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02203-9.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"381-388"},"PeriodicalIF":1.9,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933599/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721777","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

Perception of Indian Medical Students Towards University Exams and Proposed Licensure cum Post-Graduate Specialty (Residency) entrance examination (National Exit Test). 印度医学生对大学考试和建议的执照和研究生专业（住院医师）入学考试（国家退出考试）的看法。

IF 1.9

Medical Science Educator Pub Date : 2024-11-08 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02198-3

Abhinav Jha, Mridula Garg, Deepak Dhamnetiya, Inayat Grewal, Ravi Prakash Jha, Saifur Rahman, Lokesh Edara, Satwik Kuppili, Prashanth S, Prachi Bansal, Shubham Anand

{"title":"Perception of Indian Medical Students Towards University Exams and Proposed Licensure cum Post-Graduate Specialty (Residency) entrance examination (National Exit Test).","authors":"Abhinav Jha, Mridula Garg, Deepak Dhamnetiya, Inayat Grewal, Ravi Prakash Jha, Saifur Rahman, Lokesh Edara, Satwik Kuppili, Prashanth S, Prachi Bansal, Shubham Anand","doi":"10.1007/s40670-024-02198-3","DOIUrl":"10.1007/s40670-024-02198-3","url":null,"abstract":"Introduction: The National Entrance cum Eligibility Test for postgraduate medical studies (NEET-PG) in India is destined to be replaced by the National Exit Test (NExT). We assessed the perception of Indian medical students towards the change in examination patterns.Materials and methods: We undertook a cross-sectional study by collecting responses of students from medical colleges all over India through a pre-validated questionnaire using a Google form. The data were collected through representatives of various national-level medical student organisations and appropriate analytical tests were applied.Results: In total, 729 responses were collected from different parts of the country, with 69% believing that NExT Step 1 shall serve as a PG entrance exam. A total of 70% wanted NExT Step 1 to be conducted every 6 months, with most agreeing on a 1-day exam (41.7%) lasting 3 h (67%). Most students (60%) preferred having no attempt limits. A majority of the students (93.6%) wanted mock tests to be conducted. In total, 81% believe that conducting university theoretical examinations as 100% MCQ-based will improve preparation for NExT Step 1. A majority of the students (69%) wanted NExT Step 2 to be considered as final year university practical examination.Conclusion: We found that medical students prefer NExT Step 1 to be conducted every 6 months in the form of a 1-day exam of 3-h duration. Regular feedback from all stakeholders, including students, is necessary for proper implementation of the new exam, and real-time modification of the exam pattern must be undertaken in the long run once the exam is rolled out.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"359-369"},"PeriodicalIF":1.9,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933617/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721755","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

Development of a Generalist Competency Framework for Medical Education Leaders in Longitudinal Integrated Curricula (LILIC). 纵向整合课程（LILIC）中医学教育领导者通才能力框架的发展。

IF 1.9

Medical Science Educator Pub Date : 2024-11-08 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02185-8

Charles A Gullo, Youngjin Cho, John L Szarek, Gabi N Waite, Kelly M Quesnelle, Amy Prunuske

{"title":"Development of a Generalist Competency Framework for Medical Education Leaders in Longitudinal Integrated Curricula (LILIC).","authors":"Charles A Gullo, Youngjin Cho, John L Szarek, Gabi N Waite, Kelly M Quesnelle, Amy Prunuske","doi":"10.1007/s40670-024-02185-8","DOIUrl":"10.1007/s40670-024-02185-8","url":null,"abstract":"Recent shifts in health professions education have prompted significant curriculum reforms toward multidisciplinary, longitudinally integrated courses during the pre-clinical and clinical years of medical school curricula. Faculty who are accustomed to managing discipline-specific courses must now be trained to meet the challenges of implementing new integrated courses. Skills and competencies for Leaders in Longitudinal Integrated Curricula (LILIC) must be identified for faculty development efforts and to assist administrators in recognizing the attributes of well-qualified course/curriculum directors for their appointment/hiring decisions. Drawing on the collective expertise of faculty from multiple medical schools, we developed a framework to meet this new need. Herein, we present a shared mental model, a framework, and higher-level attributes important for the development of these curricular leaders. A proposed development process and future directions for this framework are also presented, underscoring its potential impact on faculty development and the broader educational landscape in health professions.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"469-477"},"PeriodicalIF":1.9,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933586/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721645","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

Navigating Uncharted Territory: A Qualitative Analysis of Challenges and Advantages Experienced by Early Career Medical Educators. 导航未知领域：早期职业医学教育者所经历的挑战和优势的定性分析。

IF 1.9

Medical Science Educator Pub Date : 2024-11-07 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02205-7

Caroline M Gundler, Sara Allison

{"title":"Navigating Uncharted Territory: A Qualitative Analysis of Challenges and Advantages Experienced by Early Career Medical Educators.","authors":"Caroline M Gundler, Sara Allison","doi":"10.1007/s40670-024-02205-7","DOIUrl":"10.1007/s40670-024-02205-7","url":null,"abstract":"With the growing demand for medical educators, it is increasingly important that institutions implement practices to recruit, retain, and promote the well-being of early career medical educators (ECMEs). However, the specific needs of this group remain somewhat unclear. The current study aimed to address this gap by utilizing qualitative analysis to identify challenges and advantages associated with ECME status. An anonymous, voluntary survey was administered on forums of professional societies for medical education and on social media platforms, and emailed to professional societies. The survey collected demographic information and qualitative data regarding ECMEs' experiences. Data were collected from 39 participants who met the ECME criteria of having less than or equal to 10 years of teaching experience since obtaining a terminal degree. Thematic analysis revealed that the challenges of early career faculty were difficulty balancing responsibilities, lack of research and educational support, perceived inadequacies as a faculty member, and development of workplace friendships. The advantages were the ability to understand students, possessing specific knowledge and skills, and the ability to innovate. ECME professional development needs focused on development of skills, networking, and support. In conclusion, ECMEs encounter similar struggles faced by all medical educators; however, they have the least amount of experience navigating the hurdles of academia. To aid ECMEs, institutions and departments can focus on the implementation of meaningful professional development opportunities, support systems, and encouraging ECMEs' strengths.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02205-7.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"403-414"},"PeriodicalIF":1.9,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933481/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721720","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

A Practical Guide for Improving and Evaluating the Components of Emotional Intelligence in Healthcare Students. 医疗保健学生情绪智力成分改善与评估的实用指南。

IF 1.9

Medical Science Educator Pub Date : 2024-11-07 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02209-3

Antonios Christodoulakis, George Samonis, Ioanna Tsiligianni

引用次数: 0

Institutional Affiliation: A Significant Variable in Academic Publishing. 机构隶属关系：学术出版的一个重要变量。

IF 1.9

Medical Science Educator Pub Date : 2024-11-07 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02211-9

Amin Sharifan

引用次数: 0

An Introductory Module of Generative Artificial Intelligence in Medical Education. 医学教育中生成式人工智能导论模块。

IF 1.9

Medical Science Educator Pub Date : 2024-11-07 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02218-2

Jorge Cervantes

引用次数: 0

A Comparative, Individual Values-Based Scoring Approach to the Secure Flourish Index Among Clinical Health Professions Students. 临床卫生专业学生安全繁荣指数的比较、基于个体价值的评分方法。

IF 1.9

Medical Science Educator Pub Date : 2024-11-07 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02182-x

Stephanie Neary, Benjamin Doolittle, Martina Mueller, Michelle Nichols

{"title":"A Comparative, Individual Values-Based Scoring Approach to the Secure Flourish Index Among Clinical Health Professions Students.","authors":"Stephanie Neary, Benjamin Doolittle, Martina Mueller, Michelle Nichols","doi":"10.1007/s40670-024-02182-x","DOIUrl":"10.1007/s40670-024-02182-x","url":null,"abstract":"Purpose: The purpose of this study was to investigate flourishing among medical (MD), physician assistant (PA), and nurse practitioner (NP) students, using the novel Secure Flourish Index (SFI).Method: MD, PA, and NP students from two institutions completed the traditional SFI (tSFI), then applied a percentage weight to each of the six domains (maximum total 100%) based on perceived relative importance to their overall flourishing, creating a novel self-weighted SFI score (swSFI). The Bland-Altman (BA) plot was used to assess the magnitude of agreement between scores.Results: The BA plot (n = 281) revealed a mean bias of .07(95% CI -.50,.63). Eighteen participants (6.4%) fell outside of the calculated BA limits of agreement [-9.31 [95% CI - 10.27,-8.45] and 9.45 [95% CI 8.49,10.41]]. Linear regression revealed the mean BA score is predictive of the mean difference between scores [R2 = 0.07, F(1,280) = 21.1, p < .001] indicating bias in agreement between the scoring systems as mean flourishing score changes.Conclusion: Accounting for individual values is important when measuring student flourishing but is missing from current operant definitions. The overall mean difference (bias) in tSFI and swSFI scores is minimal (.07, possible range 0-120). However, the bias becomes larger as individual mean flourishing scores move towards both the high and low ends of the flourishing spectrum. This indicates that the influence of weighting flourishing domains is larger for individuals with high or low flourishing than those with moderate flourishing.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02182-x.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"281-291"},"PeriodicalIF":1.9,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933579/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721785","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

English Workshops with Simulated Patients and Peers Reduce Medical Students' Apprehension About Speaking in English. 模拟病人和同伴的英语工作坊减少医学生说英语的恐惧。

IF 1.9

Medical Science Educator Pub Date : 2024-11-06 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02217-3

Philippe Codron, Erwan Autret, Martine Fisbach, Kayleigh O'Sullivan, Helene Riveau, Cédric Annweiler, Nicolas Lerolle, Loïc Biere

引用次数: 0

Integrating Training in Opioid Overdose Response in Medical Schools' Curricula: A Systematic Review. 整合培训阿片类药物过量反应在医学院课程：系统回顾。

IF 1.9

Medical Science Educator Pub Date : 2024-11-06 eCollection Date: 2025-02-01 DOI: 10.1007/s40670-024-02201-x

Elliott Drake, Samuel Patha, Kirra Rivera, Richard A Jimenez, Antonella Lozano, Kyle Johnson, Brogan Crockett, Isain Zapata, Melissa Henderson, Qing Zhong

{"title":"Integrating Training in Opioid Overdose Response in Medical Schools' Curricula: A Systematic Review.","authors":"Elliott Drake, Samuel Patha, Kirra Rivera, Richard A Jimenez, Antonella Lozano, Kyle Johnson, Brogan Crockett, Isain Zapata, Melissa Henderson, Qing Zhong","doi":"10.1007/s40670-024-02201-x","DOIUrl":"10.1007/s40670-024-02201-x","url":null,"abstract":"The global opioid epidemic remains a critical public health challenge, highlighting the urgent need to equip medical students with the skills and adequate attitudes to manage opioid overdose effectively. A literature search identified 24 articles in 18 medical schools with training programs for opioid overdose response. Those training programs varied in format, with some including practical sessions and others not. The most common assessment tools were pre-surveys and post-surveys which evaluated objective knowledge about and subjective attitudes toward opioid overdose. The findings indicate that those trainings, whether conducted in person or online and being elective or mandatory, significantly enhanced medical students' knowledge and self-reported competency in managing opioid overdoses. Further, some studies reported a reduction in the stigma associated with opioid use disorder.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02201-x.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"541-553"},"PeriodicalIF":1.9,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721733","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