Medical Science Educator最新文献

{"title":"Nerves of Steel: Bolstering Student Confidence in Gross Anatomy Through a Peer-to-Peer Intervention.","authors":"Tucker J Morris, Mallory Ruvina, Carolyn E A Cooper, Noelle Fukuda, Hunter Berger, Daniel F Wagner, Sara Allison, Jade Woodcock","doi":"10.1007/s40670-024-02151-4","DOIUrl":"10.1007/s40670-024-02151-4","url":null,"abstract":"<p><strong>Introduction: </strong>Increasing confidence and performance in gross anatomy is crucial in medical education. This study identified challenging anatomical topics in a gastrointestinal (GAS) course and applied a peer-to-peer intervention to improve student confidence and performance in these areas in the following endocrine/reproductive (END) course.</p><p><strong>Materials and methods: </strong>Thirty gross anatomical structures from a GAS mock practical were classified into six categories. As part of the mock practical, medical students rated their confidence in each answer using a scale of 1-5. Performance and confidence were compared across the six categories, revealing two areas with significantly lower scores. In the following END course, these areas were targeted through a 1-h peer-to-peer intervention.</p><p><strong>Results: </strong>Forty-two students participated in the GAS mock practical. Significantly lower performance was found in nerves and viscera categories. Students who attended the peer-to-peer intervention during the END course showed marked improvements in both areas on the END mock practical. Average performance for viscera increased from 31 to 68% (<i>p</i> < .001) and for nerves from 35 to 52% (<i>p</i> < .001). Average confidence for viscera increased from 2.22 to 3.32 (<i>p</i> < .001) and for nerves from 2.07 to 2.61 (<i>p</i> < .001).</p><p><strong>Discussion: </strong>These findings align with the expected benefits of peer-to-peer interventions. However, the difficulty students faced with viscera, more so than with vasculature, was unanticipated. This unexpected outcome underscores the nuanced nature of student learning in anatomy and the importance of targeted educational interventions. Future research should explore whether students consistently struggle with nerves and visceral structures across different organ systems.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"103-111"},"PeriodicalIF":1.9,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933511/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721723","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 Impact of Students' Socio-economic Background, Study Habits, and Technology Access on Their Histology Learning Strategy During the COVID-19 Pandemic.","authors":"Davide Carlos Joaquim, Ana Caroline Rocha de Melo Leite, Letícia de Castro Viana, Débora Letícia Moreira Mendes, Ismael Pordeus Bezerra Furtado, Juliana Jales de Hollanda Celestino, Michael Hortsch, Virgínia Cláudia Carneiro Girão-Carmona","doi":"10.1007/s40670-024-02154-1","DOIUrl":"10.1007/s40670-024-02154-1","url":null,"abstract":"<p><strong>Introduction: </strong>With e-learning resources and strategies claiming an increasing role in medical education, the question arises how students in developing countries and from socioeconomic disadvantaged strata of society deal with access challenges and what aspects affect their use of e-learning resources. This study's goal was to investigate the impact of the socioeconomic background on study habits and technology access for students at a public university in Brazil, who participated in histology courses during the COVID-19 pandemic.</p><p><strong>Methods: </strong>A transversal, descriptive study with a quantitative approach was carried out with nursing, pharmacy, and biology students at the University of International Integration of the Afro-Brazilian Lusophony (UNILAB). The survey questions asked about socioeconomic aspects, histology study habits, and learning resources used for studying histology.</p><p><strong>Results: </strong>Of the 72 participating students, a majority was female and single, and had a minimum wage income or less. Smartphones and portable computers were preferred devices to access the internet. YouTube videos were a popular resource for histology learning. A significant association between an increased number of histology study hours without internet use was found for students, whose parents had lower education levels. When comparing learning outcomes before and during the COVID-19 pandemic, all types of students showed significantly higher histology examination scores for the online only modus.</p><p><strong>Conclusions: </strong>As students' average academic performance improved during the COVID-19 pandemic, the presented data suggest that despite some access limitations, e-learning approaches may offer an equalizing opportunity for students from lower socioeconomic groups.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02154-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"137-148"},"PeriodicalIF":1.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933606/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721644","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 Cadaveric Breast Ultrasound Module and Analysis of Its Effectiveness Among Medical Students.","authors":"Colleen M Reed, Jennifer F Dennis","doi":"10.1007/s40670-024-02149-y","DOIUrl":"10.1007/s40670-024-02149-y","url":null,"abstract":"<p><p>Information characterizing a standardized breast ultrasound curriculum in medical education is lacking, and due to the sensitive nature of this imaging, medical schools encounter difficulties in obtaining standardized patients for practicing these skills. Therefore, a supplemental, cadaver-based, point-of-care ultrasound (POCUS) module was created to introduce preclinical medical students to breast anatomy and pathology (IRB #1950978). Participants (<i>n</i> = 104) completed a 16-item, pre-instruction assessment followed by an online breast ultrasound module. After, participants completed a 60-min, in-person training session using donor models to examine (1) normal breast tissue, (2) fluid-filled cysts, (3) benign and malignant solid lesions, and (4) breast implants; a 19-item, post-instruction assessment was completed. Comparison of mean scores from the multiple choice, knowledge-based items in the pre- and post-assessments demonstrated improvement in knowledge gained (pre, 5.08; post, 7.78) (<i>p</i> = 0.001); Cronbach's alpha, pre, 0.199 vs. post, 0.596. Participant perceptions were evaluated using a Likert survey; participants noted strong agreement (77%) or agreement (17%) with the benefit of and strong agreement (32%) or agreement (55%) regarding confidence in performing breast ultrasound (Cronbach's alpha: pre, 0.705; post = 0.755). Analysis of open responses revealed five themes: positive feedback (74.5%), appreciation/thanks (35.3%), emphasis of hands-on learning (21.6%), desire for additional sessions (19.6%), and suggestions for improvement (17.6%). Positive results from the introduction of a cadaver-based breast ultrasound module early in medical students' careers show promise and should be a consideration when discussing its integration into preclinical curriculum.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02149-y.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"91-101"},"PeriodicalIF":1.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933590/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721388","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":"Introducing a Synchronous Workshop Feedback Model for OSCE Development in an International Education Partnership.","authors":"Anjali Gondhalekar, Zakia Arfeen, Lamiaa Mohsen, Marwa El Shabrawy, Hend Mokhtar, Mohammed Ahmed Rashid","doi":"10.1007/s40670-024-02136-3","DOIUrl":"https://doi.org/10.1007/s40670-024-02136-3","url":null,"abstract":"<p><p>University College London (UCL) and Newgiza University (NGU) have been in an academic collaboration since 2016. We describe the introduction of a real-time feedback model for OSCE assessments within this partnership. We developed a workshop for faculty members at UCL and NGU to co-develop OSCE stations for use in final year summative exams at NGU. Structured discussions in small groups about content and logistics of each proposed station enabled the teams to jointly finalise the assessment blueprint and station list. A synchronous workshop model has since become a popular method to improve assessment quality and co-develop assessments in international settings.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1305-1308"},"PeriodicalIF":1.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11698997/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932908","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":"Examining the Effect of Research Engagement on the Interest in Integrating Research into Future Career Paths Among Medical Graduates in China: An Instrumental Variable Analysis.","authors":"Guoyang Zhang, Li Li, Xuanxuan Ma, Hongbin Wu","doi":"10.1007/s40670-024-02152-3","DOIUrl":"10.1007/s40670-024-02152-3","url":null,"abstract":"<p><strong>Background: </strong>While the importance of physician research has been underscored, a shortage of qualified physicians engaged in research persists. Early exposure to research could potentially ignite medical students' interest in research, thereby motivating them to pursue research-related careers.</p><p><strong>Objective: </strong>The study aims to examine early research engagement and medical graduates' interest in incorporating research into their future career paths.</p><p><strong>Methods: </strong>This was a national cross-sectional survey administered in 2020, with 152,624 medical students from 119 medical schools in China completing it. We selected and resampled the graduates' data, and the final sample included 17,451 respondents graduating from 101 medical schools.</p><p><strong>Results: </strong>For graduates engaged in research, 63.4% (3054) had the interest in integrating research into their future careers. Such interest in research did differ between medical graduates with and without research engagement by linear probability regression (<i>β</i>, 0.50; 95%CI, 0.48 to 0.52), but did not differ in instrumental variable regression analysis (<i>β</i>, 0.31; 95%CI, - 0.18 to 0.80). Furthermore, engaging in research significantly increased the top 50% of academically ranked graduates' research interest in instrumental variable regression analysis (<i>β</i>, 0.44; 95%CI, 0.01 to 0.86).</p><p><strong>Conclusions: </strong>Contrary to expectations, research engagement does not necessarily enhance medical graduates' interest in integrating research into their future careers. However, graduates with strong academic performance are more inclined to develop this research interest. In light of these findings, we propose recommendations for nurturing research interest within medical education.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02152-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"113-121"},"PeriodicalIF":1.9,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933641/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721672","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 Spaced Repetition Approach to Presenting Autonomic Nervous System Pharmacology Curricula in Medical Education.","authors":"Shivani Desai, Seth McKenzie Alexander, James J Fiordalisi","doi":"10.1007/s40670-024-02144-3","DOIUrl":"https://doi.org/10.1007/s40670-024-02144-3","url":null,"abstract":"<p><p>Future physicians require a strong foundational knowledge of autonomic nervous system (ANS) pharmacology to safely prescribe many medications. Spaced repetition in medical education has previously been examined in the literature. However, we have yet to elucidate the perception of spaced repetition integration into pharmacology curricula across multiple organ systems from a cohort of medical students. Preclinical students were surveyed to quantify their perceptions of ANS pharmacology curricular delivery via Qualtrics XM (Qualtrics, Provost, UT). The survey consisted of statements ranked by students on a Likert scale and then one free-response question. Free response questions underwent a narrative analysis by two members of the research team who reviewed responses to extract key themes. 95.4% of participants agreed that \"revisiting the ANS curriculum in relevant Foundation Phase blocks has helped [them] remember it.\" More than 75% of respondents agreed with statements such as \"The ANS curriculum comprehensively covered the relevant material\" and \"The ANS curriculum prepared me for in-house non-NBME quizzes and exams.\" We conclude that revisiting core concepts in ANS pharmacology across multiple organ system blocks effectively sets a solid foundation for ANS pharmacology and pathophysiology.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1497-1503"},"PeriodicalIF":1.9,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932692","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":"Virtual and In-Person Multiple Mini-interviews: A Comparison of Two Modalities in Regard to Bias.","authors":"David D Grier, Laurah Turner, Tracy J Prichard, Andrea Oaks, David Nolan, Anisa S Shomo, Dustin Dunlavy, Donald L Batisky","doi":"10.1007/s40670-024-02142-5","DOIUrl":"https://doi.org/10.1007/s40670-024-02142-5","url":null,"abstract":"<p><strong>Purpose: </strong>To examine the characteristics between virtual multiple mini-interview (vMMI) and in-person interviews (ipMMI) in regard to difference in performance between applicant-reported gender identity and racial groups.</p><p><strong>Methods: </strong>Retrospective multiple mini-interview (MMI) data from two vMMI interview cycles (2021 and 2022) consisting of 627 applicants and four ipMMI cycles (2017-2020) consisting of 2248 applicants. Comparisons were made between applicant subgroups including reported gender (male and female) and minority status (URiM and non-URiM). A three-way analysis of variance (ANOVA) was conducted to examine the effects of gender, URiM status, and interview modality (in-person vs. virtual) on MMI scores.</p><p><strong>Results: </strong>There were no overall significant differences between annual ipMMI and vMMI scores. A significant main effect of gender was observed, with females scoring higher than males overall. An interaction between gender and URiM status was also found. Although not statistically significant, when the MMI was virtual, URiM applicants on average scored higher than non-URiM applicants. In both the ipMMI and vMMI, URiM males tended to score lower than their non-URiM counterparts, though this difference was not statistically significant. URiM females tended to score higher than non-URiM females during the vMMI, and this difference was statistically significant.</p><p><strong>Conclusions: </strong>The switch to vMMI shows that there are no overall significant differences between the in-person and virtual formats; however, the finding that female URiM's better performance in the virtual setting is novel. The cause of this finding is unknown but most likely reflects the complex interaction between race and gender. This insight requires future study and builds on the evidence that the MMI is an admissions tool to mitigate bias.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1479-1485"},"PeriodicalIF":1.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699074/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932938","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":"<i>Solving Not Answering</i>. Validation of Guidance for Writing Higher-Order Multiple-Choice Questions in Medical Science Education.","authors":"Maria Xiromeriti, Philip M Newton","doi":"10.1007/s40670-024-02140-7","DOIUrl":"https://doi.org/10.1007/s40670-024-02140-7","url":null,"abstract":"<p><p>Problem-solving and higher-order learning are goals of higher education. It has been repeatedly suggested that multiple-choice questions (MCQs) can be used to test higher-order learning, although objective empirical evidence is lacking and MCQs are often criticised for assessing only lower-order, factual, or 'rote' learning. These challenges are compounded by a lack of agreement on what constitutes higher order learning: it is normally defined subjectively using heavily criticised frameworks such as such as Bloom's taxonomy. There is also a lack of agreement on how to write MCQs which assess higher order learning. Here we tested guidance for the creation of MCQs to assess higher-order learning, by evaluating the performance of students who were subject matter novices, vs experts. We found that questions written using the guidance were much harder to answer when students had no prior subject knowledge, whereas lower-order questions could be answered by simply searching online. These findings suggest that questions written using the guidance do indeed test higher-order learning, and such MCQs may be a valid alternative to other written assessment formats designed to test higher-order learning, such as essays, where reliability and cheating are a major concern.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02140-7.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1469-1477"},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11698704/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932685","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":"Changes in the Affective Empathy of Osteopathic Students: a Longitudinal Study.","authors":"Bruce W Newton, Zachary T Vaskalis","doi":"10.1007/s40670-024-02139-0","DOIUrl":"https://doi.org/10.1007/s40670-024-02139-0","url":null,"abstract":"<p><strong>Background: </strong>Establishing an empathic bond of trust with patients is a characteristic that needs to be taught to medical students. Patients feel physicians are more caring if they sense their physician is empathetic. Yet, longitudinal studies have shown an erosion of affective empathy as allopathic medical students progress through their education. Although there are studies examining cognitive empathy among osteopathic students, there has not been a longitudinal study which has examined potential changes in affective empathy.</p><p><strong>Methods: </strong>During orientation to the Campbell University Jerry M. Wallace School of Osteopathic Medicine (M1 timepoint), and at the beginning of each subsequent academic year (M2-M4 timepoints), and just before graduation (M4F timepoint) the graduating classes of 2017-2019 were asked to voluntarily participate in a longitudinal study by filling out the Balanced Emotional Empathy Scale (BEES), which measures affective empathy. Desired specialty choice and sex was also collected at each of the five timepoints. Specialty choice was divided into Core and Non-Core groups. Core specialties are \"people-oriented\" and have a large amount of patient contact and continuity of care and include Family and Internal Medicine, Ob/Gyn, Pediatrics and Psychiatry. Non-Core specialties are \"technical- or procedure-oriented\" and are those with little or no patient contact and/or continuity of care (e.g., Radiology, Surgery, Emergency Medicine, Anesthesiology).</p><p><strong>Results: </strong>For men, BEES scores significantly dropped over the five timepoints (<i>p</i> < <i>0.001</i>). While men selecting Non-Core specialties had significant drops in scores (<i>p</i> = <i>0.001</i>); men who selected the Core specialties did not have a significant decrease. For women there was no significant drop in BEES scores, nor for women selecting Core or Non-Core specialties. Women always had larger BEES score averages than the men. Students selecting Core specialties better maintain their affective empathy than those who select Non-Core specialties.</p><p><strong>Conclusion: </strong>The decline in affective empathy scores for osteopathic students has differences when compared to a similar longitudinal study of allopathic medical students.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1457-1467"},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699168/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932717","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":"Beginner-Level Tips for Medical Educators: Guidance on Selection, Prompt Engineering, and the Use of Artificial Intelligence Chatbots.","authors":"Yavuz Selim Kıyak","doi":"10.1007/s40670-024-02146-1","DOIUrl":"https://doi.org/10.1007/s40670-024-02146-1","url":null,"abstract":"<p><p>The integration of artificial intelligence (AI) chatbots, especially large language models (LLMs), holds significant potential for medical education. This article provides ten tips to help medical educators who have limited experience using LLM-based chatbots to support their teaching and assessment practices. These tips cover critical areas such as selecting appropriate models, employing prompt engineering techniques, and optimizing chatbot outputs to meet educational needs. By following these tips, medical educators can leverage the capabilities of AI chatbots to improve the learning experience of students.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1571-1576"},"PeriodicalIF":1.9,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699172/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932701","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}