Medical Science Educator最新文献

{"title":"\"<b>What's the Culture in Medicine?\": Exploring Medical Culture from the Perspective of Medical Students in Clerkship</b>.","authors":"Anita Truong, Rishi Durupala, Cheryl Goldstein, Victor Do","doi":"10.1007/s40670-025-02311-0","DOIUrl":"https://doi.org/10.1007/s40670-025-02311-0","url":null,"abstract":"<p><strong>Purpose: </strong>Despite frequent reference to \"culture change\" in discussions surrounding well-being in medical education, little work has been done to elucidate how medical students conceptualize culture in medicine, how they believe this impacts well-being, and their perspectives on the concept of culture change. This study aimed to gain a deeper understanding of how clerkship medical students conceptualize culture in medicine and determine what influences and shapes this perception.</p><p><strong>Methods: </strong>Qualitative, semi-structured interviews were conducted with 15 clerkship students attending three different Canadian medical schools via Zoom. The interview transcripts were coded and analyzed using thematic analysis.</p><p><strong>Results: </strong>We identified several major themes. Medical culture is partly shaped by how learners perceive and attempt to navigate the learning environment. Students report experiencing significant effects of medical hierarchy and power structures during their education and that students feel the learning environment is highly competitive which leads to the need for impression management. Participants noted adapting to this culture required one to not internalize and instead reframe negative experiences.</p><p><strong>Conclusion: </strong>Our in-depth exploration of how clerkship students conceptualized and perceived the culture of medicine revealed that learners view many opportunities to optimize the culture in medicine. These findings provide important insight and tangible opportunities for improvement.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1361-1369"},"PeriodicalIF":1.9,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228873/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585075","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":"Making Medical Education Socially Accountable in Australia and Southeast Asia: A Systematic Review.","authors":"Jyotsna Rimal, Ashish Shrestha, Elizabeth Cardell, Stephen Billett, Alfred King-Yin Lam","doi":"10.1007/s40670-025-02322-x","DOIUrl":"10.1007/s40670-025-02322-x","url":null,"abstract":"<p><p>Social accountability (SA) measures are critical in medical education. A systematic review was conducted following PRISMA-systematic review guidelines, across Australia and Southeast Asia Region (SEAR) countries to identify their purposes, practices, experiences, and recommendations. Four electronic databases were searched using search terms and key themes were identified through inductive analysis. Fifteen included studies identified five themes: (i) social obligation spectrum, (ii) learning environment, (iii) values of SA, (iv) graduate outcomes, and (v) partnerships. The cross-cutting themes were governance, education, service, and research. This review highlighted the role of SA in medical education and identified themes applicable for Australia and SEAR countries.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02322-x.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1767-1776"},"PeriodicalIF":1.9,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228936/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585116","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":"Development of a Universal Prompt as a Scalable Generative AI-Assisted Tool for USMLE Step 1 Style Multiple-Choice Question Refinement in Medical Education.","authors":"Youngjin Cho, Grace L Park, Gabi N Waite, Abhijay Mudigonda, John L Szarek","doi":"10.1007/s40670-025-02334-7","DOIUrl":"https://doi.org/10.1007/s40670-025-02334-7","url":null,"abstract":"<p><p>We developed a generative artificial intelligence (genAI)-assisted tool enabling learners to receive feedback on, revise, and clone multiple-choice questions aligned with learning objectives. Initially designed as a custom GPT, we adapted it to a universal prompt for platform-agnostic, equitable access. This innovation exemplifies readily adaptable genAI-enhanced learning driven by pedagogy.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02334-7.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"611-613"},"PeriodicalIF":1.9,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058601/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051107","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":"Motivation Strategies for Learning and Their Influences in Students' Feedback Literacy During Undergraduate Medical School: An Explanatory Sequential Mixed Methods Study.","authors":"Ligia Cordovani, Susan M Jack, Anne Wong, Sandra Monteiro","doi":"10.1007/s40670-025-02310-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02310-1","url":null,"abstract":"<p><p>Feedback from educators to students is considered an important and essential element of effective learning in medical education. Feedback literacy is the process in which a student receives, comprehends, accepts, and makes use of feedback. Factors affecting medical students' feedback literacy include students' characteristics, motivation, abilities in self-assessment, emotional reactions to feedback, and maturity. To generate a deeper understanding of this phenomenon, a sequential explanatory mixed methods study was conducted to measure students' motivational orientations and explore their strategies towards learning, how these orientations and strategies are related to students' feedback literacy, and how this relationship changes as students progress through a Canadian medical school. In the first quantitative phase, the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to first- and last-year medical students at a Canadian university to measure their motivational orientations for learning and learning strategies. Using the quantitative results (<i>N</i> = 58) to develop a sampling strategy for the second phase, individuals with different motivational orientations and learning strategies were identified based on their questionnaires' scores. This purposeful sample (<i>N</i> = 15) was then invited to participate in the second explanatory phase of this study, where a qualitative description approach was applied. We conducted semi-structured interviews with students, divided into two groups: those who through the measurement of 4.62 or below by the MSLQ were identified as having a low motivational orientation for learning (<i>n</i> = 4), and those who through the measurement of 5.34 or above by the MSLQ were identified as having a high motivational orientation for learning (<i>n</i> = 3). Participants' views were explored and synthesized, with the intent for these findings to further explain how medical students' learning motivations and strategies might influence feedback literacy. The integration of findings showed that five factors could be taken into consideration when improving students' feedback literacy skills: learning goal orientation, self-regulation, help seeking, personality traits, and learning experience. Based on those factors, we identified some approaches that could allow the students to enhance their own feedback literacy. Feedback literacy could empower students to have more control over the feedback process and help them to overcome the barriers they still face during the feedback process.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02310-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1345-1359"},"PeriodicalIF":1.9,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228613/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585120","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":"Prevalence and Predictors of Stress Among Medical Students in Jordan: A Multi-centric Cross-sectional Study.","authors":"Tamara Arabiyat, Yara Omar, Mallak Aljarawen, Halema Khraisat, Shaima' Zaben, Amneh Al-Ayobeen, Raneem Al-Zoubi, Rawan Hiary, Rawan Hamamreh, Nebras Jaloudi, Ibrahim Al-Sawalha, Worood Almomani, Nada Alghazo, Sajeda Al-Tamimi, Mohammad Saleh","doi":"10.1007/s40670-025-02309-8","DOIUrl":"https://doi.org/10.1007/s40670-025-02309-8","url":null,"abstract":"<p><strong>Introduction: </strong>Studying medicine is a stressful process due to its long duration, rigorous requirements, and extensive curricula. This fact alerts us to the detrimental effects it has on medical students' mental and physical health, as well as their cognitive and learning functions and ultimately the general patient care provided to the public.</p><p><strong>Aim: </strong>We aimed to identify the prevalence of stress, its associated factors, and predictors among medical students in Jordan.</p><p><strong>Methods: </strong>A cross-sectional study among medical students from six medical schools in Jordan. Participants completed the Medical Students Stressors Questionnaire (MSSQ-40), which identifies 40 different sources of stress group in six main domains. Results are presented as mean ± standard deviation for all participants and subgroups.</p><p><strong>Results: </strong>Our study included 1819 medical students. We found that medical students in Jordan are suffering from moderate-to-severe levels of stress. The most stressful domain among medical students was academic-related stressors (ARS). Students experience slightly more stress during their clinical years than during their pre-clinical years. Male gender, monthly family income of less than 400 JOD, and rural place of origin were associated with higher levels of stress in pre-clinical years. However, female gender was associated with higher levels of stress in clinical years.</p><p><strong>Conclusion: </strong>Stress among medical students is a tremendous issue and concern that needs to be addressed wisely by medical schools and healthcare systems. We recommend medical schools implement flexible scheduling, offer time management workshops, provide installment-based tuition plans, and expand career counseling to ease financial and academic pressures. These measures could significantly enhance student well-being and promote a more balanced educational experience.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02309-8.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1333-1343"},"PeriodicalIF":1.9,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228627/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585124","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":"Using an AI-Nurse to Help Teach Graduating Medical Students to Take Overnight Call.","authors":"Christina Weaver, Nicholas J Caputo, Connor Yost, Scott A Hauert","doi":"10.1007/s40670-025-02335-6","DOIUrl":"https://doi.org/10.1007/s40670-025-02335-6","url":null,"abstract":"<p><p>Artificial intelligence (AI) can help prepare graduating medical students for responding to nursing texts, something few interns are prepared to do on day 1 of residency. An AI-nurse could enhance that preparation by paging and corresponding with fourth-year medical students, requesting urgent orders during an overnight on-call simulation.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"615-617"},"PeriodicalIF":1.9,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058565/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040465","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 National Basic Science Examination of Medicine in Peru: A future Predictor of Medical Student Performance?","authors":"Wagner Rios-Garcia, Gonzalo Jair Callahuanca-Flores, Alondra A Rios-Garcia","doi":"10.1007/s40670-025-02336-5","DOIUrl":"https://doi.org/10.1007/s40670-025-02336-5","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1827-1828"},"PeriodicalIF":1.9,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228872/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585134","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 Comparative Analysis of Departments of Medical Education at Four LCME Accredited Schools.","authors":"Jason S Hedrick, Charles Panzarella, Scott Cottrell, Betsy Goebel Jones, Nicole J Borges, Raymond H Curry, Norman D Ferrari","doi":"10.1007/s40670-025-02321-y","DOIUrl":"https://doi.org/10.1007/s40670-025-02321-y","url":null,"abstract":"<p><strong>Purpose: </strong>The authors sought to determine common features, challenges, and benefits of departments of medical education (DMEs) at LCME accredited medical schools.</p><p><strong>Methods: </strong>The authors utilized a multi-case case study approach to examine each department. Data were compiled in a constant comparative methodology, which included an iterative peer reviewing process by the researchers.</p><p><strong>Results: </strong>Financial resources were similar at the DMEs, relying on allocations from varied sources, including tuition. Two departments were the home for faculty teaching in the MD program-particularly the basic/foundational sciences. Two provided some teaching for MD students but had other primary roles. One included teaching in graduate programs and another being a home for MD degree faculty administrators in the undergraduate, graduate, and continuing medical education programs.</p><p><strong>Conclusions: </strong>The results inform plans to develop a DME, which should be distinguished to align with an institution's mission and needs. DMEs serve as a home for faculty contributing to the educational mission and provide a route for medical educators to seek promotion/tenure outside of traditional departments. DMEs provide synergies to innovate, produce educational scholarship, and access resources for medical educator faculty development. Challenges include finding a physical home and fitting into traditional department frameworks. DMEs are often subjected to administrative resource allocation. Leaders may need to seek alternative funding. Future studies should consider a comprehensive analysis that would significantly provide greater details and a clearer picture into DMEs.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1693-1705"},"PeriodicalIF":1.9,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228620/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585077","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 \"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":"<p><strong>Purpose: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>The proposed model adequately simulated blood vessel ligation and displayed a wide spectrum of difficulty levels based on the materials chosen.</p><p><strong>Conclusions: </strong>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.</p>","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}

{"title":"Impact of Clerkship Length and Sequence on NBME Subject Exam Performance.","authors":"Megan Vaughan, Kory A Johnson, Christina R Bergin","doi":"10.1007/s40670-025-02305-y","DOIUrl":"10.1007/s40670-025-02305-y","url":null,"abstract":"<p><strong>Purpose: </strong>Core clerkships are foundational learning experiences, yet variability in duration exists across medical schools. Many institutions adjust core clinical experiences as part of curricular modifications to meet evolving needs in undergraduate medical education. We investigated if shortened Internal Medicine (IM) and Surgery clerkship lengths or if clerkship sequence within the academic year would have any impact on NBME subject exam scores.</p><p><strong>Methods: </strong>We examined four cohorts of third-year medical students from academic years 2017-2018, 2018-2019, 2019-2020, and 2021-2022. Individual student NBME subject exam data were compared, controlling for MCAT score and clerkship block sequence within the academic year.</p><p><strong>Results: </strong>We found no statistically significant differences in IM or Surgery NBME subject exam scores between the traditional clerkship length (2017-2019) and shortened clerkship length (2019-2022) groups. Mixed-effect regression analyses that included MCAT and block sequence as additional covariates confirmed there were no statistically significant differences in IM or Surgery exam scores between groups. Despite no change in length, the Psychiatry (<i>p</i> = 0.012) and Pediatrics (<i>p</i> = 0.036) clerkships had increased scores post-intervention on the mixed-effects model. MCAT scores were predictive of overall NBME scores on both ANCOVA and regression analyses (<i>p</i>-values ranging < 0.001 to 0.01). Finally, taking a clerkship later in the academic year was associated with increased NBME scores across all subjects (<i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>Shortened clerkship length is not associated with lower performance on NBME subject exams. Clerkship sequence later in the academic year is associated with higher scores. Curricular reform resulting in reduced core clerkship duration may be undertaken without adverse impact on medical knowledge.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02305-y.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1313-1322"},"PeriodicalIF":1.9,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585105","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}