Journal of Medical Education and Curricular Development最新文献

{"title":"Comparison Between Serial and Independent Questions: A Psychometric and Methodological Approach.","authors":"Víctor Hugo Olmedo Canchola, José Gamaliel Velazco González, Gustavo Quiroga Martínez","doi":"10.1177/23821205251359701","DOIUrl":"10.1177/23821205251359701","url":null,"abstract":"<p><strong>Objective: </strong>To determine if statistical and psychometric outcomes differ between tests composed of serial and independent questions. Specific goals include assessing which format provides better reliability and validity, understanding response patterns, and comparing difficulty and discrimination indices under classical test theory.</p><p><strong>Methodology: </strong>The study involved a single-group design with spiral counterbalance, allowing examinees to answer both formats within a single exam of 220 items. Of these, 200 were independent questions, and 20 were organized into 4 clinical cases with 5 related items each. The exam was administered by computer to anesthesiologists undergoing certification or recertification.</p><p><strong>Results: </strong>From 2109 candidates, the analysis showed significant differences in internal consistency, with Cronbach's alpha of .790 for independent questions and .527 for serial questions. A moderate positive correlation (<i>r</i> = .488) between scores in the 2 formats was observed. No significant difference was found in difficulty and discrimination indices between formats.</p><p><strong>Discussion: </strong>Independent questions showed higher reliability, likely due to their lack of dependency, making them more suitable for high-stakes exams. Serial questions, while valuable for assessing integrative reasoning, introduce dependency that affects consistency and may skew outcomes when the initial question is answered incorrectly. Despite similar difficulty and discrimination indices, the unique dependency in serial questions affects their suitability for high-stakes testing.</p><p><strong>Conclusions: </strong>Independent questions provide a more reliable format for high-stakes exams, but serial questions can enhance assessments by probing various aspects of clinical reasoning within a single case. A balanced approach incorporating both formats may optimize the reliability and validity of medical certification exams, leveraging the strengths of each question type.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251359701"},"PeriodicalIF":2.0,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12267950/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660628","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":"Improving Scholarship in a Community Hospital Residency Program With a Curriculum Featuring a Structured Roadmap, Individual Accountability, and Measurement of Outcomes.","authors":"Abdul Waheed, Shehar Bano Awais, Faiza Butt, Hamna Salimi, Zain Elabideen, Muhammad Ali Chaudhary, Mudasir Umer, Erum Azhar","doi":"10.1177/23821205251358091","DOIUrl":"10.1177/23821205251358091","url":null,"abstract":"<p><strong>Introduction: </strong>The Accreditation Council of Graduate Medical Education requires all Graduate Medical Education programs to show evidence of scholarly activity. Fulfilling this obligation remains a challenge for residency programs and remains a common citation by the specialty Residency Review Committees, especially in community hospital settings with limited academic resources. This study evaluated the impact of implementing a bundled intervention on resident scholarly activity within a family medicine residency program in a community hospital.</p><p><strong>Methods: </strong>This study employed a quasiexperimental pre- and postdesign to assess the impact of a multifaceted bundled intervention. The scholarly output of residents graduating between 2016 and 2018 (preintervention) was compared to those graduating from 2019 to 2021 (postintervention). Statistical Process Control charts with JMP Pro 17.0 were used to display data and perform phase analysis. Fisher's exact test and the chi-square test were used to compare the demographics, while the Mann-Whitney <i>U</i>-test and one-way analysis of variance were also used to detect the difference in scholarly output between the 2 groups.</p><p><strong>Results: </strong>Thirty-one family medicine residents graduated from the program in the study period. A significant increase in the average number of scholarly activities, including all manuscripts and presentations, was noted. The average number of all-scholarly activities increased 4-fold postintervention (<i>P</i> < .001). The increase in all-presentations and all-manuscripts was also statistically significant postintervention (<i>P</i> < .001 and .0038, respectively).</p><p><strong>Conclusions: </strong>Implementing a multifaceted bundled intervention containing a 13-step structured roadmap with a quality improvement approach is associated with increasing residents' scholarly output in residency programs at a community hospital.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358091"},"PeriodicalIF":2.0,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12264401/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144650890","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 of Second Victim Experiences in a Cohort of Healthcare Learners and the Impact on Their Well-Being.","authors":"Vanessa E Torbenson, Kirsten A Riggan, Cynthia M Stonnington, Lily Huang, Abd Moain Abu Dabrh, Adam I Perlman, Tyler F Vadeboncoeur, Megan A Allyse, Robyn E Finney, Enid Y Rivera-Chiauzzi","doi":"10.1177/23821205251340434","DOIUrl":"10.1177/23821205251340434","url":null,"abstract":"<p><strong>Objectives: </strong>This study identified the prevalence of second victim experience (SVE) in a multidisciplinary sample of healthcare learners and explored personal experiences of trauma and desired forms of support following traumatic patient care events or situations.</p><p><strong>Method: </strong>We used the validated SVE Support Tool-Revised and the Physician Well-Being Index (PWBI) to query healthcare learners at a large academic health system across the institution's medical, graduate medical education, and health sciences schools. The survey was open to all healthcare learners from April 8th, 2022 to May 30th, 2022. Here, we report on an analysis of respondents' fixed responses describing the prevalence and characteristics of SVE.</p><p><strong>Results: </strong>Of 2298 potential respondents, 206 answered at least one question (9.0% response rate). Of the 206 respondents, 205 answered questions inquiring if they had been a part of a stressful or traumatic patient care event or situation and 54.1% (111/205) answered in the affirmative. Of this group, 49.5% (51/103) reported feeling like a second victim (SV). The average PWBI of the exposed group was significantly higher (worse well-being) than the nonexposed group (3.4 vs 2.6, <i>P</i> = .0009). The most common forms of desired support for those exposed to a traumatic event and felt like an SV was conversation with peers 95.3% (41/43), family 81.4% (35/43), and a supervisor or manager 67.4% (29/43).</p><p><strong>Conclusion: </strong>Findings suggest that many healthcare learners experience SVE and would benefit from connection to desired support strategies. Strategies to mitigate the impact of SVE on professional self-efficacy should be considered by education administrators. We present strategies from the literature and our institution that may be replicated for early identification and support of learners with SVE.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251340434"},"PeriodicalIF":2.0,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12227880/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576607","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":"Endorsement of Longitudinal POCUS Curricula: An Educationally Valuable Approach to Increasing Clinical Knowledge and Confidence.","authors":"Blaire K Rikard, Julian T Hertz, Jonathan G Martin","doi":"10.1177/23821205251356579","DOIUrl":"10.1177/23821205251356579","url":null,"abstract":"","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251356579"},"PeriodicalIF":2.0,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12227866/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576606","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":"Response to Article: \"Self-Assessment of Medical Ethics and Professionalism: Comparison Between Preclinical and Clinical Medical Students\".","authors":"Astha Yadav","doi":"10.1177/23821205251355363","DOIUrl":"10.1177/23821205251355363","url":null,"abstract":"","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251355363"},"PeriodicalIF":2.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12217568/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555292","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 It Active: A Cohort Study of a Large-Group Learning Session to Improve Nutrition-Related Knowledge and Skills for Second-Year Medical Students.","authors":"Gregory W Schneider, Julia Bisschops, Prasad Bhoite, Sabyasachi Moulik","doi":"10.1177/23821205251356096","DOIUrl":"10.1177/23821205251356096","url":null,"abstract":"<p><strong>Introduction: </strong>Despite the well-established role of nutrition in preventing and managing chronic diseases, medical education often lacks sufficient training in nutrition counseling. To address this gap, the Florida International University Herbert Wertheim College of Medicine introduced a 2-hour, case-based active learning session on diabetes-related nutrition education. This cohort study evaluates the session's effectiveness in improving students' knowledge of nutritional therapy for diabetes, evidence-based research methods, and the role of social determinants of health (SDOH).</p><p><strong>Methods: </strong>The study followed two cohorts of second-year medical students from the Classes of 2024 and 2025. Students participated in a session that combined an introductory lecture with two small-group case-based exercises. Interactive technology-enhanced quizzes assessed pre- and post-session knowledge on diabetes nutrition, research methodology, and SDOH considerations. Additionally, end-of-course surveys evaluated students' perceptions of learning. Statistical analyses included the Two-Proportion Z-Test for quiz results and the Mann-Whitney U Test for survey responses.</p><p><strong>Results: </strong>Significant improvements were observed in students' knowledge of nutritional management for diabetes and evidence-based research strategies (<i>p</i> < 0.05). However, no significant changes were found in SDOH-related knowledge, likely due to high pre-session baseline scores. End-of-course surveys indicated positive student perceptions of the session, with scores largely stable across cohorts, though perceptions of nutritional guidance benefits were slightly lower in the Class of 2025 (<i>p</i> = 0.0282).</p><p><strong>Discussion: </strong>The case-based active learning session effectively enhanced knowledge acquisition and was well-received by students while requiring minimal faculty involvement. Future research should assess long-term retention and integrate nutrition education longitudinally across the curriculum.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251356096"},"PeriodicalIF":2.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12217567/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555291","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":"Valued Traits of Physician Leaders: A Comparative Study of First-Year and Final-Year Medical Students' Perceptions.","authors":"Sari Huikko-Tarvainen, Timo Tuovinen, Petri Kulmala","doi":"10.1177/23821205251355072","DOIUrl":"10.1177/23821205251355072","url":null,"abstract":"<p><strong>Purpose: </strong>Leadership education in medical curricula lacks clear guidelines on which specific leadership skills should be emphasized at different stages. This study examines the valued traits of physician leaders as perceived by first- and final-year medical students, aiming to support stage-specific leadership education.</p><p><strong>Methods: </strong>In 2021, online questionnaires were administered to first- and final-year medical students, with participation rates of 90% (104/116) and 79% (86/109), respectively. Responses to the open-ended question, \"How would you describe a good physician leader?\" were analyzed using qualitative inductive content analysis to identify valued traits, followed by thematization and comparative analysis between groups. Furthermore, trait frequency was quantified to assess its prevalence.</p><p><strong>Results: </strong>Both groups shared core values, but the emphasis of specific traits shifted as students progressed through medical school. While both groups valued communication, fairness, approachability, empathy, and professionalism, final-year students placed greater emphasis on decisiveness, authority, and the ability to navigate complex clinical and administrative challenges. This comparison underscores the evolving understanding of leadership throughout medical education.</p><p><strong>Conclusions: </strong>These findings suggest that leadership education in medical curricula would benefit from a gradual and adaptive approach that aligns with students' evolving needs. Early-stage medical education should emphasize interpersonal skills, communication, emotional intelligence, accountability, and ethical decision-making. As students gain clinical experience, the focus should broaden to include decisiveness, strategic thinking, operational management, and decision-making under pressure. Integrating leadership training progressively throughout medical education, with increasing exposure to ethical and practical leadership challenges, may better prepare students for the complexities of contemporary healthcare leadership roles.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251355072"},"PeriodicalIF":2.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12217562/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555293","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":"Challenges and Facilitators for Physicians and Medical Schools to Promote Social Accountability in Rural Communities: A Scoping Review and Thematic Analysis.","authors":"Aghna Wasim, Ali Abud, Yihan Wang, Ehsan Tavakoli, Athena Moreno-Gris, Samar Joshi, Arthur Wang, Angela Neasadurai, Nikki Shaw","doi":"10.1177/23821205251348015","DOIUrl":"10.1177/23821205251348015","url":null,"abstract":"<p><strong>Background: </strong>Social accountability aligns the health demands and priorities of the community and the commitment of medical schools. Existing literature has proposed contextually distinctive interventions encompassing geographical initiatives, institutions and communities, and systematic categorizations for the implementation of social accountability in a rural setting. Research concerning social accountability implementation strategies has been insufficient. This study provides an overview of the existing literature surrounding the social accountability practice of physicians and medical schools, in rural settings, through evidence of the barriers and facilitators inherent to these communities.</p><p><strong>Methods: </strong>This scoping review of 53 studies was conducted to determine challenges and facilitators associated with promoting social accountability in rural settings that are faced by physicians and medical schools. The review was consistent with the Arksey and O'Malley framework and included a search of Web of Science, MEDLINE, CINAHL, Scopus, and Embase to identify peer-reviewed articles on the topic from inception until April 1, 2024. Articles were screened against eligibility criteria, and important study characteristics and findings were extracted. A thematic analysis and narrative synthesis approach was used to analyze the data and report the results.</p><p><strong>Results: </strong>A total of 2698 abstracts were identified, 180 full-text articles were reviewed, and 53 articles were identified as eligible for inclusion in the review. Strategies used and problems inherent in promoting social accountability across physician practice and medical education are reported.</p><p><strong>Conclusions: </strong>This scoping review synthesizes existing evidence on the barriers and facilitators of social accountability practices in rural settings globally. The identified literature captures recurring themes of medical infrastructure inadequacy, community immersion curriculum design, targeted admission, geographical isolation, and institutional or peer support.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251348015"},"PeriodicalIF":2.0,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12202954/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530259","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":"Student-Driven Anatomy: A Practical Guide to Enhancing Learning through Extracurricular Dissection.","authors":"Ellery Koelker-Wolfe, Justin Gelman, Stephen Moye, Dana Stearns, Sabine Hildebrandt, Dennis Cullinane, Krisztina Fischer","doi":"10.1177/23821205251350867","DOIUrl":"10.1177/23821205251350867","url":null,"abstract":"<p><p>Many modern medical school curricula have deemphasized the study of anatomy, dedicating significantly less curricular time to student dissection of human bodies and relying instead on other resources, including digital anatomy softwares. Extracurricular student-led dissections allow learners to develop a deeper understanding of the human body, practice surgical skills, and explore clinical interests. We here provide learners and anatomy educators with practical strategies to organize and execute efficient student-led dissections. The authors include senior medical students, anatomy faculty, and clinical instructors at Harvard Medical School with experience in facilitating student-led dissections. Based on our own experience with this approach, and within the background of current developments in anatomy education, we provided ten recommendations for creating a student-led anatomy learning experience. Priorities include understanding student goals, utilizing near-peer teachers, integrating case-based clinical data, partnering with specialty interest groups, and encouraging student independence. Medical students involved in student-led dissections have offered positive feedback with regard to clinical skills, retention of anatomy, and specialty discernment. Future research should gather both students' subjective perceptions of dissection and objective learning outcomes to quantify the impact of student-led study of anatomy.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251350867"},"PeriodicalIF":2.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12198547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144508797","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 Relationship Between Team Size, Location, and Performance in Preclinical Medical Education Active Learning.","authors":"Ashley M Tuin, Thomas Schechter, Kenneth A D Palattao, Cassandra Hays, Kenneth L Kramer, Cassie A Eno","doi":"10.1177/23821205251352311","DOIUrl":"10.1177/23821205251352311","url":null,"abstract":"<p><strong>Background: </strong>Case-based learning (CBL) and team-based learning (TBL) in preclerkship medical education are popular learning methods. Our institution utilizes a novel approach of using CBL as prework for TBL. Research has shown that smaller group sizes are better for CBL, whereas larger group sizes are better for TBL. Further, the spatial relationship of students in classrooms and subsequent academic performance has been studied previously but has not yet explored the medical student population during active learning methods. We investigated the effect of group size in active learning, classroom location, and subsequent performance on TBL and final exam questions.</p><p><strong>Methods: </strong>Student performance data from 4 preclerkship medical cohorts were analyzed. Descriptive statistics was conducted to compare performance of each cohort. Regression analysis was conducted to determine the explanatory and predictive power of group size and location on individual and team TBL performance and exam performance.</p><p><strong>Results: </strong>Larger groups had increased individual and team performance on TBL. Classroom location had mixed effects on TBL and exam performance. One cohort experienced a change in group sizes and learning environment which may be related to the lower TBL scores compared to other cohorts. We found no significant relationships between group size and exam scores.</p><p><strong>Conclusions: </strong>Our findings indicate that larger groups are associated with increased TBL performance. Exam scores are more likely impacted by individual factors, as opposed to group factors. Our findings were mixed in comparison to previous research, reaffirming the need to further study group sizes and locations specifically within the health science education active learning.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251352311"},"PeriodicalIF":2.0,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12181693/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477215","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}