Medical Science Educator最新文献

{"title":"Strategic Implementation of Competency-Based Electives: Key Outcomes and Lessons Learned from Integrating Elective Modules into the Medical Curriculum at AIIMS Patna.","authors":"Shruti Singh, Shamshad Ahmad, Veena Kumari, Pragya Kumar, Prashant Kumar Singh, Ravi Kirti","doi":"10.1007/s40670-025-02307-w","DOIUrl":"https://doi.org/10.1007/s40670-025-02307-w","url":null,"abstract":"<p><p>Implementing competency-based electives, aligned with the National Medical Commission's guidelines, transformed medical education at a leading institution. Initiated by a dedicated task force, this strategic integration involved meticulous planning and active stakeholder engagement. Comprehensive Faculty Development Programs prepared faculty to adopt and teach these new modules effectively, significantly boosting their confidence and pedagogical skills. The initiative not only enhanced student engagement but also provided a replicable model for other institutions seeking curriculum modernization. Continuous feedback from participants drives ongoing improvements, establishing the program as a benchmark for educational innovation.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1683-1692"},"PeriodicalIF":1.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228850/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585129","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":"To the Point: Substituting SOAP Notes for Vignettes in Preclinical Assessment Question Stems.","authors":"Kristina Lindquist, Derek Meeks, Kyle Mefferd, Cheryl Vanier, Terrence W Miller","doi":"10.1007/s40670-025-02319-6","DOIUrl":"https://doi.org/10.1007/s40670-025-02319-6","url":null,"abstract":"<p><strong>Introduction: </strong>Vignette-based, multiple-choice questions (MCQs) are common in medical school assessments and licensing exams. Ideally each MCQ assesses a specific objective, but question stems may inadvertently assess reading speed and comprehension by introducing construct-irrelevant variance (CIV). The authors hypothesized that question stems written as a Subjective, Objective, Assessment, and Plan (SOAP) note would address this by reducing CIV resulting in a reduction in time students needed to answer the question.</p><p><strong>Methods: </strong>Vignettes were re-written with the same content presented as a SOAP note. Each of ten exams administered to second-year osteopathic medical students over the academic year possessed four questions in which half the students were tested using a vignette and half the SOAP note version. Data were analyzed using a multi-level, mixed-effects model with question type the main effect; question difficulty, student academic rank, and time during the academic year of exam administration served as covariates. Additional analyses included comparisons of mean difficulty indices and discrimination indices for the two question types.</p><p><strong>Results: </strong>Students averaged 3.77 s longer on each vignette-based question compared to the SOAP note counterparts (<i>p</i> < 0.018). Average difficulty indices and point biserials did not differ between SOAP note- and vignette-based questions. Time per question did not change significantly over the year, nor did it vary significantly among students in different academic quartiles.</p><p><strong>Conclusions: </strong>Reduced CIV in the SOAP note stem sharpens the focus of the question on assessing a specific objective, resulting in students spending less time answering the question.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1423-1430"},"PeriodicalIF":1.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228897/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585139","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":"Retrospective Analysis of a Mature Cystic Teratoma Discovered in the Anatomy Laboratory: Cross-Curricular Integration of Gross Anatomy, Histology, and Embryology.","authors":"Obadah Tolaymat, Natalie K Yoshioka, Kimberly Feaster, Michelle Costas, Patrick Bacaj, Matthew J Zdilla, David V Rasicci","doi":"10.1007/s40670-025-02308-9","DOIUrl":"https://doi.org/10.1007/s40670-025-02308-9","url":null,"abstract":"<p><p>An ovarian mass was discovered in a 90-year-old female donor during routine gross anatomy dissection. Incision of the mass was captured on video, which revealed sebaceous contents with apparent hairs and localized calcifications. Sections of the capsule were sent for histopathology, which demonstrated cells derived from the three embryonic germ cell layers, confirming the diagnosis of a mature cystic teratoma. Abdominopelvic computed tomography scans from the donor's medical records showed a characteristic Rokitansky nodule (or dermoid plug). Educational illustrations were created to better visualize mature cystic teratoma embryology and to differentiate between other ovarian masses. Mature cystic teratoma pathology was effectively utilized to integrate the basic science disciplines of gross anatomy, histology, and embryology into a health science case study for medical education. Accordingly, the resources from this case study have been compiled for potential use by other medical educators, including implementation of problem-based or team-based learning.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02308-9.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1833-1838"},"PeriodicalIF":1.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228851/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585127","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":"Exploring Teacher Behaviors that Support Student Self-regulated Learning in the Clinical Environment.","authors":"Stephanie B Corliss, Emily K Vinas, Andrew D Bergemann, Jonathan A MacClements, Elizabeth A Nelson","doi":"10.1007/s40670-025-02300-3","DOIUrl":"https://doi.org/10.1007/s40670-025-02300-3","url":null,"abstract":"<p><strong>Introduction: </strong>With rapidly evolving clinical practice and medical knowledge, future doctors must be independent lifelong learners. Self-regulated learning (SRL) represents a formalized approach to lifelong learning, involving cycles of planning, learning, assessment, and adjustment. Medical schools can create clinical environments where learners are instructed in SRL and encouraged to routinely practice using it. Clinical educators can provide guidance in SRL by co-regulating learning with students. The purpose of this study is to explore how clinical teachers co-regulate the learning process with students during clinical clerkships.</p><p><strong>Methods: </strong>Data was analyzed from student evaluations of clinical teaching faculty and residents during clinical clerkships for two academic years. Based on Likert scale evaluation scores, the authors identified faculty and residents who supported student SRL. A constructivist qualitative approach was used to explore the open-ended comments (<i>n</i> = 261 comments) written about these teachers to identify strategies for co-regulating learning in the clinical environment.</p><p><strong>Results: </strong>Results revealed eight behaviors (e.g., supporting student goal-directed learning, offering constructive feedback) and one personal characteristic, being supportive and encouraging, that promote student SRL in the clinical environment. Teacher behaviors identified aligned with three SRL phases: planning, learning, and assessment. No teacher behaviors identified aligned with the adjustment phase of SRL.</p><p><strong>Conclusion: </strong>The results of this study provide evidence of instructional practices that align with the planning, learning, and assessment SRL phases. As learners co-regulate with others in the clinical environment, additional research is needed to explore instructional interventions to improve the SRL process, particularly in the adjustment phase.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1269-1275"},"PeriodicalIF":1.9,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228876/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585099","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":"Examination of Medical Students' Knowledge, Attitudes, and Behaviours Regarding Rational Drug Use.","authors":"İrem Akova, Ayşe Pınar Ayilgan, Cengizhan Mercan, Elif Nur Duman, Merve Adigüzeloğlu Dağdeviren, Merve Gül Dolmuş Dirican","doi":"10.1007/s40670-025-02302-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02302-1","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the knowledge and attitudes of medical students towards rational drug use (RDU).</p><p><strong>Methods: </strong>The cross-sectional study was conducted with 993 medical students between March and June 2023. Sociodemographic data form and rational drug use scale (RDUS) were used to obtain research data.</p><p><strong>Results: </strong>The students' average RDU knowledge level score was 37.7 ± 5.7, and the rate of those with a high knowledge level was 85.5%. The knowledge level of RDU was higher in female (<i>p</i><0.001), in non-smokers (<i>p</i>=0.027), and in those whose family's monthly income was medium and high (<i>p</i>=0.015). Of the students, 36.6% had heard of the concept of RDU, and 69.7% had received training on this subject at the faculty of medicine. As an unexpected finding, the RDUS score was found to be higher in those who had never heard of the concept of RDU before (<i>p</i><0.001), in those who did not receive RDU training in medical school (<i>p</i>=0.008), and in those who evaluated their RDU knowledge level as moderate or poor (<i>p</i><0.001).</p><p><strong>Conclusions: </strong>It is obvious that the concept of RDU is one of the topics that medical students should know. Therefore, it is very important to provide adequate and effective education regarding this concept in medical faculties.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1285-1293"},"PeriodicalIF":1.9,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228847/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585096","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":"Participant Perceptions of Using Research Mentorship to Create a Pipeline Program for Premedical Students Underrepresented in Medicine.","authors":"JiCi Wang, Ross Kaufhold, Tianyi Wang, Asavari Rajpurkar, Jeremy Shapiro, Seth Garrett, Mujtaba Hameed, Lauren Bohm","doi":"10.1007/s40670-025-02312-z","DOIUrl":"10.1007/s40670-025-02312-z","url":null,"abstract":"<p><p>The Medical Mentorship Program (MMP) at the University of Michigan was established to use research as a vehicle to mentor undergraduate students from backgrounds underrepresented in medicine (URiM). Eleven undergraduate students were paired with a medical student mentor and faculty principal investigator to lead a research project and participate in educational sessions. We found that 100% of undergraduates agreed that the program increased their interest in medicine. Additionally, 83.4% of medical students and 100% of faculty agreed they gained valuable mentorship experience. In conclusion, MMP provided URiM undergraduate students with valuable research, mentorship, networking, and medical exposure.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02312-z.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"619-624"},"PeriodicalIF":1.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058630/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031333","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":"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":"<p><p>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 (<i>n</i> = 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 <b>AC</b>cessible <b>QU</b>ality <b>I</b>nteractions and <b>RE</b>sponsive <b>D</b>esign. The model addresses learning and participation barriers and fosters meaningful, bidirectional teacher-learner interactions.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02248-w.</p>","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}

{"title":"Web Analytics to Objectively Measure the Success of Educational Resources in Human Anatomy.","authors":"Pilar Alberola-Zorrilla, Rosa Zaragozá-Colom, Amparo Gimeno-Monrós, Daniel Sánchez-Zuriaga","doi":"10.1007/s40670-025-02304-z","DOIUrl":"10.1007/s40670-025-02304-z","url":null,"abstract":"<p><p>Traditional human anatomy teaching relies on face-to-face models, although new methodologies based on virtual platforms can enhance autonomous learning. However, the specific type of online tools preferred by the students remains unclear. This study compared student engagement with two teaching tools: (1) online unidirectional lessons and (2) an interactive Instagram profile, @eldeanato. Both tools incorporated new anatomical illustrations and detailed dissection photographs. The Instagram profile included questionnaires via the Instagram stories quiz sticker. Students' satisfaction was assessed by means of online surveys. Engagement with each of the interventions was evaluated using objective measures of web analytics: percentages of interaction with the questionnaires on Instagram and adding Google Analytics tools to the online lessons' website code. Student satisfaction with both types of material was high, but the participative material had much higher engagement scores. The Instagram profile allowed continuous participation, with increasing followers and interaction levels. Our results show the importance of objective engagement measurements to evaluate the success of innovative teaching interventions. In order to increase student adherence, teaching interventions should be participative and integrated with popular social networks, like Instagram, even though this is a field that could be seen as estranged from academic teaching.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1305-1312"},"PeriodicalIF":1.9,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228602/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585146","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 New Approach to Measuring Student-Teacher Relationship in Dental Education: Validation of the Working Alliance Inventory for Education (WAI-EDU).","authors":"Gerhard Schmalz, Stefan Büchi, Dirk Ziebolz, Deborah Kreher, Thomas Gerhard Wolf, Daniela Ackermann-Piek","doi":"10.1007/s40670-025-02306-x","DOIUrl":"https://doi.org/10.1007/s40670-025-02306-x","url":null,"abstract":"<p><strong>Background: </strong>This study aimed at an initial validation of the Working Alliance Inventory for Education (WAI-EDU), an instrument to assess student-teacher relationship (STR).</p><p><strong>Methods: </strong>The WAI-EDU was derived from the original Working Alliance Inventory to fit the context of higher education. Following a pre-test, the tool was applied to two different study settings. In the first study part, 81 clinical students completed the WAI-EDU at baseline, after 1 h (t1), and after 1 w (t2), to assess reliability. For comparison, a visual analogue scale (VAS) was also used to evaluate STR. In the second study part, 60 preclinical students completed the WAI-EDU at baseline and at a follow-up after 1 week of intensive education. Cronbach's <i>α</i>, Pearson correlation coefficient, and Mann-Whitney <i>U</i> test were used for statistical analysis.</p><p><strong>Results: </strong>Cronbach's <i>α</i> of the WAI-EDU was higher than 0.9 at each time point in the cohort of 81 students. The test-retest-reliability was highest between baseline and t1 (<i>r</i> = 0.928). Even between baseline and t2, and between t1 and t2, values higher than <i>r</i> = 0.8 were determined. In addition, the WAI-EDU correlated with VAS scales for strength (<i>r</i> = 0.627, <i>p</i> < 0.01) and quality of STR (<i>r</i> = 0.596, <i>p</i> < 0.01). After 1 week of teaching in the second cohort (<i>n</i> = 60), a significantly higher WAI-EDU sum score was revealed (47.43 ± 7.46 vs. 40.73 ± 8.08, <i>p</i> < 0.01). During 1 week of education, similar to the WAI-EDU results, the VAS values for STR increased significantly (<i>p</i> < 0.01).</p><p><strong>Conclusion: </strong>The WAI-EDU demonstrated robust reliability and validity in measuring STR. These findings suggest that the WAI-EDU is a promising tool for evaluating STR.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02306-x.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1323-1331"},"PeriodicalIF":1.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228614/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585046","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":"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.","authors":"Peter Boedeker, Tobias Schlingmann, Joshua Kailin, Ajith Nair, Cara Foldes, David Rowley, Katherine Salciccioli, Ronald Maag, Nancy Moreno, Nadia Ismail","doi":"10.1007/s40670-025-02299-7","DOIUrl":"https://doi.org/10.1007/s40670-025-02299-7","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1007/s40670-024-02219-1.].</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1159"},"PeriodicalIF":1.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058550/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144028669","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}