Medical Science Educator最新文献

{"title":"Design Thinking: An Interprofessional Method for Finding Comfort in the Discomfort Surrounding End-of-Life Conversations Between Providers and Patients.","authors":"Tracey Thurnes, Anna Foster, Dianne Person","doi":"10.1007/s40670-025-02374-z","DOIUrl":"10.1007/s40670-025-02374-z","url":null,"abstract":"<p><p>This paper discusses the development of a novel curriculum utilizing design thinking practices to train physician assistant (PA) students in conducting end-of-life (EOL) conversations. The curriculum aims to equip future healthcare providers with the necessary communication skills for advanced care planning (ACP) and goals of care (GOC) discussions, which are crucial for respecting patient autonomy and improving care quality. This training program, which includes utilization of the design thinking framework, role-playing, and community volunteer involvement, addresses the current gap in EOL conversation training. The anticipated outcomes of integrating structured strategies for difficult conversations in medical education include enhanced patient autonomy and bolstered provider confidence, contributing to improved clinical communication and decision-making efficacy.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1245-1247"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228874/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585092","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":"Fostering Professionalism in Medical Education: the Common Ground Professionalism Initiative at Michigan State University College of Osteopathic Medicine.","authors":"Stephanie Jalaba, Katherine Ruger, Halie Kerver","doi":"10.1007/s40670-025-02376-x","DOIUrl":"https://doi.org/10.1007/s40670-025-02376-x","url":null,"abstract":"<p><p>Professionalism in healthcare education can be challenging to define, implement, and assess across students, faculty, staff, and administration. Michigan State University's College of Osteopathic Medicine created the Common Ground Professionalism Initiative (CGPI) to address these challenges through a unified approach. By breaking down hierarchical barriers and fostering collaboration among all stakeholders, CGPI promotes adherence to universally defined CORE values: collaboration, opportunity, respect, and expertise. This initiative emerged as part of the college's strategic response to institutional challenges, emphasizing shared accountability and a collective commitment to professionalism as a foundation for future growth and community trust moving forward.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1755-1760"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228598/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585101","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 Influence of Cognitive and Emotional Biases in Medical Specialty Selection: A Path to Burnout.","authors":"Joshua A Daily, Paul J Hartung, William W Maddux","doi":"10.1007/s40670-025-02370-3","DOIUrl":"https://doi.org/10.1007/s40670-025-02370-3","url":null,"abstract":"<p><p>Physician burnout remains a critical issue in the medical profession. Problems in medical specialty decision-making may contribute to physician burnout. We propose that these problems may stem from two main factors: (a) cognitive and emotional decision-making biases and (b) systemic flaws in medical education that diminish physician autonomy and intrinsic motivation. We first explore the psychological roots of decision-making biases that may contribute to physician burnout. Next, we examine how the medical education system may unintentionally shape students' specialty choices based on limited and variable clinical rotation experiences. Four case studies illustrate these issues. We conclude by outlining strategies to reduce the influence of cognitive and emotional biases and improve the medical specialty selection process to optimize career choices. Given the profound impact of medical specialty choice on long-term physician well-being, its potential role in preventing and buffering the effects of physician burnout demands the attention of medical education faculty, administration, support staff, and students alike. Future research should investigate the effects of specialty choice on physician career development and burnout.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02370-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1723-1736"},"PeriodicalIF":1.9,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585133","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":"From Surface to Deep Learning: Gamified Mobile Education for Subcutaneous and Intramuscular Injection Skills.","authors":"Zeynep Tamer, Esin Kavuran","doi":"10.1007/s40670-025-02323-w","DOIUrl":"https://doi.org/10.1007/s40670-025-02323-w","url":null,"abstract":"<p><p>The aim of this study was to investigate the effect of a game-based mobile application on nursing students' skills in administering subcutaneous (SC) and intramuscular (IM) injections. Nursing education traditionally involves both theoretical and practical components. With the advent of digital technologies, innovative methods such as game-based learning have been introduced to enhance practical skills and knowledge retention in nursing education. This study explores the use of a mobile application designed to improve students' competence in SC and IM drug administration. This was an experimental study conducted during the 2021-2022 academic year. It involved a study group of 64 students who received training through a simulation game system and a control group of 65 students who underwent traditional training methods. Data were collected using the Self-Demonstration Form, the Study Process Questionnaire, and the Skills Performance List for Subcutaneous and Intramuscular Administration. The study focused on assessing the impact of game-based learning on students' performance and learning approaches. The study group showed significantly greater improvements in learning approaches and medication administration skills compared to the control group. Deep learning scores increased from 31.39 ± 6.23 to 45.05 ± 5.46 in the study group, versus 31.78 ± 5.68 to 37.02 ± 4.17 in the control group (<i>p</i> < 0.01). SC and IM administration scores improved significantly in the study group (SC: 22.50 ± 15.46 to 42.45 ± 11.66, <i>p</i> = 0.015; IM: 27.75 ± 15.98 to 59.45 ± 12.95, <i>p</i> < 0.001) compared to the control group. Scenario-based analyses also showed significant performance gains in the study group across all scenarios (<i>p</i> < 0.05). The HEM-SC-IM game-based mobile application proved effective in improving nursing students' skills in administering SC and IM injections. The interactive and engaging nature of game-based learning provides a valuable educational experience, promoting deeper understanding and practical skills development. This study supports the integration of educational technology in nursing curricula to enhance learning outcomes.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1431-1440"},"PeriodicalIF":1.9,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228609/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585103","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":"Cross-cultural Adaptation of Neuroanxiety Scale and Neuroanatomy Self-Efficacy Scale in an Undergraduate Medical Program in Indonesia.","authors":"David Christianta, Ardi Findyartini","doi":"10.1007/s40670-025-02367-y","DOIUrl":"https://doi.org/10.1007/s40670-025-02367-y","url":null,"abstract":"<p><strong>Introduction: </strong>Learning neuroanatomy is widely recognized as a significant source of neuroanxiety among medical students; a condition influenced by various factors, including self-efficacy in neuroanatomy learning. While neuroanatomy-related competencies are essential for graduating physicians, the constructs of neuroanxiety and self-efficacy in neuroanatomy learning have rarely been explored in the Indonesian context. This study aims to adapt and validate questionnaires to assess neuroanxiety and self-efficacy in learning neuroanatomy among Indonesian medical students.</p><p><strong>Method: </strong>This study was conducted through stages for questionnaire adaptation and final data collection with the Indonesian version of the Neuroanxiety Scale (NAS) and Neuroanatomy Self-Efficacy Scale (NSES) questionnaires. Content validity was assessed using the Content Validity Index (CVI), while internal consistency was determined through Cronbach's alpha. Construct validity was obtained through Exploratory Factor Analysis (EFA).</p><p><strong>Results: </strong>The CVI value for the NAS questionnaire was 0.88 and the NSES questionnaire was 0.94. The EFA results of NAS questionnaire extracted 1 factor which is neuroanxiety. The EFA results of NSES extracted 2 factors, namely perceived skills and transferability. The Cronbach's alpha value for the Bahasa Indonesia version of the NAS questionnaire was 0.860 and for the Bahasa Indonesia version of the NSES questionnaire was 0.878.</p><p><strong>Conclusion: </strong>The Indonesian NAS and NSES questionnaires are valid and reliable for measuring neuroanxiety and self-efficacy in neuroanatomy learning among medical students.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02367-y.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1627-1636"},"PeriodicalIF":1.9,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228869/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585089","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":"Revolutionizing Medical Education: ChatGPT as a Breakthrough Tool for Empathy Training.","authors":"Mohd Rafi Lone, S Viswhanath, Priyanshu Mishra, Adarsh Pandey, Ashfaq Ahmad Najar","doi":"10.1007/s40670-025-02366-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02366-z","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1831-1832"},"PeriodicalIF":1.9,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228862/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585128","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":"Celiac Disease in Medical Education: A Pilot Study Comparing Institutional and Commercial Curricula.","authors":"Elizabeth Kerns, Polly R Husmann","doi":"10.1007/s40670-025-02346-3","DOIUrl":"https://doi.org/10.1007/s40670-025-02346-3","url":null,"abstract":"<p><p>Many students are increasingly using commercial resources to study during their first two years of medical school, but how thorough are these resources? A rubric was created based on literature to evaluate educational material about celiac disease and used to assess the curriculum from a large US medical school and three popular commercial resources. The medical school curriculum provided more complete information about celiac disease. While this evaluation may not be generalizable to all topics, these data suggest that commercial resources may be focused on \"teaching to the test\" rather than providing thorough medical education for future physicians.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1209-1214"},"PeriodicalIF":1.9,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228610/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585054","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":"Programme Evaluation of Electives in the New CBME Curriculum in Indian Medical Education.","authors":"Shilpa Suneja, Geetika Khanna, Richa Kapoor","doi":"10.1007/s40670-025-02314-x","DOIUrl":"https://doi.org/10.1007/s40670-025-02314-x","url":null,"abstract":"<p><strong>Objectives: </strong>Electives have been one of the milestones to be achieved after the commencement of Competency-Based Medical Education (CBME) curriculum where the 2019 batch of undergraduate students was scheduled for their Elective postings after the completion of examination of MBBS Phase III, Part I and before starting Phase III, Part II. This study was planned to evaluate the effectiveness of the Elective programme in the CBME Curriculum in Indian Medical Education.</p><p><strong>Methods: </strong>A cross-sectional study was conducted at Vardhman Mahavir Medical College & Safdarjung Hospital, New Delhi, India, from February 2023 to July 2023. A multi-level approach was used for assessing the programme effectiveness following Kirkpatrick's model. The first level was the immediate reaction of participants at the end of the Electives that was evaluated by a feedback proforma. The second was to observe the extent of learning, assessed through either pre-test or post-tests or OSPE/OSCE by the individual departments. The third level pertained to documenting transfer of acquired knowledge to the students via structured proforma. The fourth level determines the impact of the programme on the institution's goals which was not undertaken in the present study.</p><p><strong>Result: </strong>Quantitative analysis of the questionnaires to evaluate the reaction and behaviour of students showed that the Electives significantly improved the students' satisfaction with this curriculum pathway in terms of content, resources, and soft skills acquired. Maximum Satisfaction index for responses to reaction (level 1) was 82.6 for the item stating motivation of students to pursue continuous learning. However, for evaluation of behaviour (level 3), Maximum Satisfaction index was 88.8, for the item indicating how well the knowledge and skills learnt in the elective postings have been put into effect. Qualitative analysis of questionnaires revealed that students considered Electives as being innovative, interesting, and a highly regarded experience that helped them to customise their learning experiences and explore the areas of interest in medical education.</p><p><strong>Conclusion: </strong>Electives introduced in the CBME curriculum were generally well-received by students. The ability to choose from a range of specialised topics allowed students to explore their interests, deepen their knowledge, and develop specific skills in their desired areas of focus. Overall, it is concluded that the Elective programme was successful as measured at Kirkpatrick levels 1, 2, and 3.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02314-x.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1385-1392"},"PeriodicalIF":1.9,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228856/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585125","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":"Qualitative Phenomenological Exploration of Perspective of Medical Students Regarding Integrated Modular System.","authors":"Maryam Tariq, Amna Ikram, Maleeha Farooq, Zainab Sabir, Ayesha Ashfaq, Humayun Suqrat Hasan Imam, Amna Ikhlaq","doi":"10.1007/s40670-025-02364-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02364-1","url":null,"abstract":"<p><strong>Introduction: </strong>Recently, the integrated modular system (IMS) of medical education has been implemented in Pakistan. Being a newly introduced system, issues can arise during the adaptation phase which can be resolved by taking the views of students about the Integrated Modular System on board. Thus, effectiveness and underlying challenges can be unveiled.</p><p><strong>Objective: </strong>This study aims to investigate the perspectives of medical students of Aziz Fatimah Medical and Dental College regarding benefits and challenges of IMS.</p><p><strong>Methodology: </strong>After ethical approval, this qualitative study was conducted in Aziz Fatimah Medical and Dental College, during June 2024 to August 2024. Non-probability purposive sampling was used and data was collected through semi-structured interviews via Zoom until saturation was reached. A total of 20 students were interviewed via Zoom after getting a written consent. After recording and transcription, a reflexive thematic analysis was carried out via NVIVO software to make themes and codes, which were re-evaluated afterward to finalize the results. The study was done as per Consolidated Criteria for Reporting Qualitative research (COREQ).</p><p><strong>Results: </strong>Two themes, i.e., benefits and challenges were derived from the data. Students appreciated that the modular system provides holistic learning and integration, clinical preparedness, exam efficiency and adaptability, global medical education compatibility, enhanced learning strategies, and a less stressful and more engaging curriculum. However, time constraints and syllabus challenges, struggle with minor subjects, deficient clinical engagement, transition issues with the new system, and high stress and intensive efforts were problematic for the students.</p><p><strong>Conclusion: </strong>IMS has thus been accepted by students owing to its advanced learning strategies. However, clinical ward classes and time management workshops should be arranged to enhance the impact of IMS. This study sheds light on how IMS can be optimized along with opening doors for further research on problems of IMS implementation in Pakistan.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02364-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1605-1616"},"PeriodicalIF":1.9,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228865/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585126","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":"Learning Outputs for Peer Teachers in Undergraduate Medical Education.","authors":"Idun Grimstad Skjærseth, Thomas Mildestvedt, Anna Bonnevier, Satya Pal Sharma, Monika Kvernenes","doi":"10.1007/s40670-025-02365-0","DOIUrl":"10.1007/s40670-025-02365-0","url":null,"abstract":"<p><p>Peer teaching is a commonly employed educational approach in medical education, providing valuable learning opportunities for both peer teachers and learners. While it is known to enhance subject knowledge for those in teaching roles, what broader learning outcomes can be achieved and the conditions enabling these outcomes remain less understood. Hence, our aim was to explore the learning outcomes experienced by peer teachers in undergraduate medical education, as well as to identify the prerequisites that facilitate these outcomes. Whereas most studies on peer teaching have focused on outcomes from evaluations of individual, newly implemented programs, this study examines peer teaching experiences from a variety of programs and contexts. To achieve a broader dataset, peer teachers (<i>n</i>=34) at four Scandinavian medical schools were recruited to participate in focus groups discussing their experience with peer teaching and what they had learned. Transcripts were analyzed using reflexive thematic analysis. The results demonstrate that peer teachers developed an understanding of the teacher's role as facilitators of learning, recognized the limits of their own knowledge, learned to adapt their teaching to meet learners' needs, and recognized the importance of psychological safety for learning. These learning outputs were facilitated by accessible and attractive teaching opportunities, a sense of responsibility and agency, sufficient preparation, and access to support during the teaching process. Overall, being a peer teacher helps medical students gain competencies that are useful in their future careers. Program leaders should design peer teaching opportunities that facilitate peer teachers' learning.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02365-0.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1617-1626"},"PeriodicalIF":1.9,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585112","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}