Journal of Medical Education and Curricular Development最新文献

{"title":"Schwartz Rounds in Higher Education Settings: A Systematic Review of the Research with Recommendations.","authors":"Amy Zile, Joel Owen, Hugh Gorick, Amy Orford, Georgia Panagiotaki","doi":"10.1177/23821205251320152","DOIUrl":"10.1177/23821205251320152","url":null,"abstract":"<p><strong>Background: </strong>Higher education institutions (HEIs) have recently integrated Schwartz Rounds (Rounds) as innovative ways of supporting health professional students' reflective practice, interprofessional learning and compassionate care. Emerging evidence suggests that Rounds benefit students' shared sense of belonging and insight into emotional aspects of training and care, providing safe places to share experiences and reflect. Our review examines the current literature regarding health students' evaluation of Rounds in HEIs, exploring experiences and perceived benefits of participating. We consider methodological issues with the existing literature and propose ways of addressing these in future research.</p><p><strong>Methods: </strong>Systematic searches were conducted on EBSCO, PsycINFO, PubMed and ASSIA to identify available literature relating to Schwartz Rounds in higher education. Eight studies - six with a mixed method design and two qualitative - were included in the review. Study quality and risk of bias were assessed. Evaluation survey data and themes generated from qualitative responses were considered together and a narrative synthesis was constructed.</p><p><strong>Results: </strong>Despite challenges with differing measurements and scale usage, five themes were identified reflecting the experience and perceived benefits for students attending Rounds. Students highlighted the value of peer connection and communication; normalisation of emotions; collaborative reflection and self-awareness; and the relevance of Rounds in their daily work and patient care. Students also commented on barriers to participation including Rounds' multidisciplinary nature, their group size, and the presence of staff. The majority of students rated Rounds as excellent or exceptional and agreed they should be integrated into the curriculum.</p><p><strong>Conclusions: </strong>Our findings on Schwartz Rounds in higher education suggest they support student reflective practice and confidence in providing compassionate, high-quality patient care. However, the quality of research in this area is mixed, reflecting the relatively recent integration of Rounds in Higher education, and the challenges of implementing and evaluating new interventions in educational settings.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251320152"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11851745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143504746","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":"Evaluating the Use of Artificial Intelligence as a Study Tool for Preclinical Medical School Exams.","authors":"Peyton G Sakelaris, Kaitlyn V Novotny, Miriam S Borvick, Gemma G Lagasca, Edward G Simanton","doi":"10.1177/23821205251320150","DOIUrl":"10.1177/23821205251320150","url":null,"abstract":"<p><strong>Background: </strong>The purpose of this 2024 study was to determine if there is an association between the usage of artificial intelligence (AI) to study and exam scores of medical students in the preclinical phase of their schooling.</p><p><strong>Methods: </strong>We created and distributed a survey via an unbiased third-party to students in the class of 2027 at the Kirk Kerkorian School of Medicine at UNLV to evaluate students AI use to study for their preclinical system-based exams. Students were categorized into two groups, those that use AI to study and those who do not. Two-sample t-tests were run to compare the mean exam scores of both groups on six different organ system exams as well as the cumulative final exam score for each group. The group that did use AI was further asked about which AI tools they use and how exactly they use these tools to study for preclinical examinations.</p><p><strong>Results: </strong>The results of the study showed that there is no statistically significant difference in exam scores between students who use AI for study purposes and students who do not. It was also found that most AI users studied with ChatGPT. The most common way users studied was by using AI to simplify and clarify topics they did not understand.</p><p><strong>Conclusions: </strong>Based on the results of this study, we concluded that usage of AI programs for students for medical examinations did not yield a positive or negative effect on students' organ system-based exam scores.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251320150"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11851803/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143504744","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 a USMLE Step 2 Prediction Model on Medical Student Motivations.","authors":"Anthony Shanks, Ben Steckler, Sarah Smith, Debra Rusk, Emily Walvoord, Erin Dafoe, Paul Wallach","doi":"10.1177/23821205251321812","DOIUrl":"10.1177/23821205251321812","url":null,"abstract":"<p><strong>Purpose: </strong>With the transition of USMLE Step 1 to Pass/Fail, Step 2 CK carries added weight in the residency selection process. Our goal was to develop a Step 2 predicted score to provide to students earlier in medical school to assist with career mentoring. We also sought to understand how the predicted scores affected student's plans.</p><p><strong>Method: </strong>Traditional statistical models and machine learning algorithms to identify predictors of Step 2 CK performance were utilized. Predicted scores were provided to all students in the Class of 2024 at a large allopathic medical school. A cross-sectional survey was conducted to assess if the estimated score influenced career or study plans.</p><p><strong>Results: </strong>The independent variables that resulted in the most predictive model included CBSE score, Organ System course exam scores and Phase 2 (Third Year Clinical Clerkships) NBME percentile scores (Step2CK = 191.984 + 0.42 (CBSE score) + 0.294 (Organ Systems) + 0.409 (Average NBME). The standard error of the prediction model was 7.6 with better accuracy for predicted scores greater than 230 (SE 8.1) as compared to less than 230 (SE 12.8). Nineteen percent of respondents changed their study plan based on the predicted score result. Themes identified from the predicted score included reassurance for career planning and the creation of anxiety and stress.</p><p><strong>Conclusion: </strong>A Step 2 Predicted Score, created from pre-existing metrics, was a good estimator of Step 2 CK performance. Given the timing of Step 2 CK, a predicted score would be a useful tool to counsel students during the specialty and residency selection process.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251321812"},"PeriodicalIF":2.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11837067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143459893","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":"Community Preceptors' Views on the Training Needs of Medical Students and Factors Affecting Medical Education in the Community Setting: An Exploratory Study.","authors":"Megumi Yasuda, Takuya Saiki, Chihiro Kawakami, Rintaro Imafuku","doi":"10.1177/23821205251317152","DOIUrl":"10.1177/23821205251317152","url":null,"abstract":"<p><strong>Objectives: </strong>To identify community preceptors' views on the qualities and abilities required of physicians in community medicine, the education to acquire those qualities and abilities, and the factors affecting preceptors' involvement in community-based teaching.</p><p><strong>Methods: </strong>We conducted semi-structured interviews with 13 male community preceptors in northern Japan who had at least 5 years of experience in community medicine and prior teaching experience with preclinical students. Participants were selected using purposive sampling to ensure diversity in clinical roles and institutional affiliations. A thematic analysis was conducted on verbatim transcripts to identify recurring themes.</p><p><strong>Results: </strong>Participants emphasized \"communication skills,\" \"understanding the perspectives and backgrounds of patients and their families,\" and \"love for the community and its people\" among the essential qualities and abilities for community physicians. They cited deepening relationships with and fostering an attachment to the community as necessary to cultivate these skills. The factors identified as facilitating community-based teaching included \"positive emotions felt throughout the teaching experience,\" \"supporting hospitals and the wider community,\" and \"devotion to students.\" Factors that hindered involvement included \"perceived difficulty of teaching preclinical students\" and \"education-related issues at universities assigning students on placement,\" such as the lack of opportunities for community-based teaching within the curriculum.</p><p><strong>Conclusions: </strong>In line with the \"social axis\" in Worley's four Rs model, deep community involvement is essential to developing communication skills and patient-centered medicine. This study identified the qualities and abilities required for community physicians, as well as the educational activities needed to cultivate them from the early years of medical school. Strengthening collaboration between universities and community preceptors is vital to advancing community-engaged medical education (CEME). Cross-cultural studies could further explore how CEME operates in diverse contexts, contributing to socially accountable and community-responsive medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251317152"},"PeriodicalIF":2.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11837060/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143459622","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":"Program Evaluation in Competence by Design: A Mixed-Methods Study.","authors":"Jenna Milosek, Kaylee Eady, Katherine A Moreau","doi":"10.1177/23821205251321791","DOIUrl":"10.1177/23821205251321791","url":null,"abstract":"<p><strong>Background: </strong>The evaluation of Competence by Design (CBD) residency programs is crucial for enhancing program effectiveness. However, literature on evaluating CBD programs is limited. We conducted a 2-phase mixed-methods study to (a) assess the extent of program evaluation activities in CBD residency programs in Canada, (b) explore reasons for engaging or not engaging in these activities, (c) examine how CBD programs are conducting program evaluations, and (d) identify ways to build capacity for program evaluation.</p><p><strong>Methods: </strong>Phase 1 involved surveying 149 program directors from specialty/subspecialty programs that transitioned to CBD between 2017 and 2020. We calculated descriptive statistics for 22 closed-ended survey items. Phase 2 comprised interviews with a subset of program directors from Phase 1. Data analysis followed a 3-step iterative process: data condensation, data display, and drawing and verifying conclusions.</p><p><strong>Results: </strong>In Phase 1, we received 149 responses, with a 33.5% response rate. Of these, 127 (85.2%) indicated their programs engage in evaluation, while 22 (14.8%) do not. Among the 127 programs that engage in evaluation, 29 (22.8%) frequently or always develop evaluation questions, and 23 (18.1%) design evaluation proposals/plans. Reasons for engaging in evaluation included decision-making and stimulating changes in educational practices. Conversely, reasons for not engaging included lack of knowledge, personnel, and funding. In Phase 2, 15 program directors were interviewed. They reported that CBD programs face challenges such as limited resources and buy-in, rely on ad hoc evaluation methods, and use a team-based evaluation format. To enhance evaluation capacities, interviewees suggested (a) developing expertise in program evaluation, (b) acquiring evaluation resources, and (c) advocating for clear evaluation expectations.</p><p><strong>Conclusions: </strong>Most CBD residency programs are engaged in program evaluations, but the quality is often questionable. To fully realize the potential of program evaluation, CBD programs need additional resources and support to improve evaluation practices and outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251321791"},"PeriodicalIF":2.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11833823/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143449658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning by Doing, and Doing it Right - Building a Multi-Dimensional Social Determinants of Health Curriculum in a Rural Internal Medicine Residency.","authors":"Sophia Zhang, Yibei Zhu, Lara Parrilla, Kaili Du","doi":"10.1177/23821205241312756","DOIUrl":"10.1177/23821205241312756","url":null,"abstract":"<p><strong>Objectives: </strong>While there has been increasing awareness of the importance of social determinants of health (SDOH) learning for internal medicine residents and physicians, only a few residency programs have incorporated training into their curricula. For those who did, the curricula were often didactic and lacked action-driven components or community partnership. Therefore, we built an experiential SDOH curriculum with an action-driven element and emphasis on community partnerships in a newly established residency program in rural New York.</p><p><strong>Methods: </strong>Over 24 months, 22 internal medicine residents were engaged in SDOH lectures, workshops, and action-driven learning through implementing screening tools in residency clinics and working with community partners. After the curriculum, residents' competency in addressing SDOH needs was assessed through Likert-scale questionnaires. Focused interviews were conducted among participating residents and faculty to obtain qualitative feedback on the curriculum.</p><p><strong>Results: </strong>Participating resident physicians demonstrated competency in recognizing and addressing SDOH needs after curriculum completion (mean competency score = 4.04). A significant increase in residents' self-rated confidence in addressing SDOH was observed after training (<i>P</i> = .002). Residents reported enhanced relationships with patients, effective utilization of community resources, and readiness to apply SDOH knowledge and skills to their future practice. Residents and faculty also discussed the SDOH challenges unique to rural primary care through their experiences.</p><p><strong>Conclusion: </strong>This curriculum provides insights into an educational framework that improves residents' SDOH awareness, integrates SDOH into resident physicians' daily practice, and facilitates community collaboration. While challenges unique to rural primary care exist, this curriculum demonstrated the feasibility of longitudinal, action-driven, and community-centered SDOH education in rural areas that may inform future programs' curricular design.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241312756"},"PeriodicalIF":2.0,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11831638/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442397","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":"Developing and Implementing a Quality Improvement Curriculum in a Large Internal Medicine Residency Program.","authors":"Kain Kim, Bhavin Adhyaru, Joyce Doyle, Jada Bussey-Jones, Danielle Jones, Lorenzo DiFrancesco, Shelly Ann Fluker, Richard Gitomer, Nurcan Ilksoy","doi":"10.1177/23821205251320482","DOIUrl":"10.1177/23821205251320482","url":null,"abstract":"<p><strong>Introduction: </strong>Residency programs face increasing expectations to grow competency in system-based practice and quality improvement (QI) among trainees. Organizations like the American Board of Internal Medicine and the Accreditation Council for Graduate Medical Education have included QI knowledge in their recertification and accreditation requirements. We describe our experiences over a decade of sustaining a longitudinal experiential QI curriculum at a large Internal Medicine residency program.</p><p><strong>Methods: </strong>Each resident participated in interactive seminars as well as a faculty-mentored, team-based QI project. Each project was formally evaluated at an end-of-year poster presentation.</p><p><strong>Results: </strong>One hundred thirty-six projects were completed between 2007 and 2016. A presurvey of 51 PGY-1 residents (59%) and a postsurvey of 50 PGY-2 and PGY-3 residents (46%) demonstrated increased comfort leading a QI project and improved knowledge of QI principles. We continue a modified version of the curriculum to accommodate the residency program's restructured ambulatory teaching experiences and the impacts of the COVID-19 pandemic.</p><p><strong>Conclusion: </strong>Implementing a performance improvement curriculum based in a resident continuity clinic is feasible and affords several advantages. In applying QI methodologies, residents learn how to measure adherence with current evidence-based medicine guidelines and develop interventions to maintain positive momentum within the reality of busy clinical practice.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251320482"},"PeriodicalIF":2.0,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11822811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143415749","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":"Medical Student Mentors for Young Adults with Sickle Cell Disease: Impact on Mentors.","authors":"Adrienne S Viola, Mariah Jacqueline Scott, Hanin Rashid, Richard Drachtman, Amanda Kaveney, Ashwin Sridharan, Beth Savage, Cristine Delnevo, Jerlym S Porter, Katie A Devine","doi":"10.1177/23821205241274161","DOIUrl":"10.1177/23821205241274161","url":null,"abstract":"<p><strong>Objective: </strong>In the United States, physicians and residents report inadequate training in managing adolescents and young adults (AYAs) during the transition from pediatric to adult care, particularly AYAs with chronic illnesses such as sickle cell disease (SCD). We developed an intervention where medical students serve as similar-aged \"peer\" mentors to offer informational and developmentally appropriate support to AYA patients during the period of transition. Our initial work showed the feasibility and acceptability of this intervention for young adults with SCD. In this report, we evaluate the feasibility, acceptability, and preliminary effects of this non-randomized trial on medical student mentors.</p><p><strong>Methods: </strong>Following training, medical student mentors were paired 1:1 with an AYA with SCD who was transitioning from pediatric to adult care. They conducted monthly video calls with mentees to address specific transition and disease self-management topics. Students completed baseline and follow-up surveys regarding knowledge of SCD and empathy. Satisfaction was measured at follow-up via survey and an exit interview.</p><p><strong>Results: </strong>Nine medical students were paired with a total of 24 patients. Student retention was 100%, but only eight completed the follow-up survey. Students reported increased knowledge about managing a chronic illness and transition and improved understanding about the patient's experience navigating the healthcare system. Students expressed high satisfaction.</p><p><strong>Conclusions: </strong>A medical student mentor intervention was feasible and acceptable to medical students and may provide an opportunity for value-added role in medical education. Further research is needed to evaluate the efficacy of this type of intervention on both student and patient outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241274161"},"PeriodicalIF":2.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11811965/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400171","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":"Background and Foreground: Connections and Distinctions When Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement-A Case Study.","authors":"Katherine Stevenson, Johan Thor, Marcel D'Eon, Linda A Headrick, Boel Andersson Gäre","doi":"10.1177/23821205251318925","DOIUrl":"10.1177/23821205251318925","url":null,"abstract":"<p><strong>Objectives: </strong>Despite decades of effort, programs continue to struggle to integrate competencies related quality improvement (QI) and interprofessional collaborative practice (ICP) into health professions education. Additionally, while QI and ICP may seem intuitively linked and there exists some examples of a coordinated approach, the literature regarding competencies, including knowledge, skills, and attitudes (KSAs), is still largely focused on QI and ICP as separate fields of knowledge and practice. This study explored distinctions and connections between quality improvement (QI) and interprofessional collaborative practice (ICP) competency domains in health professions education.</p><p><strong>Methods: </strong>The authors used a qualitative case study approach with an instrumental case, that is, the University of Missouri-Columbia (MU), where QI and ICP were intentionally integrated as part of core curricula in health professional schools and programs. Eleven faculty members from medicine, nursing, pharmacy, and health care administration participated in interviews exploring their teaching choices in either classroom or clinical settings.</p><p><strong>Results: </strong>Study participants defined the goal of teaching QI and ICP as enabling learners to deliver safe and patient-centered care and described the knowledge and skills required for QI and the attitudes and skills required for ICP. Furthermore, they described the relationship between QI and ICP as one mediated by systems thinking, where ICP is backgrounded as a critical pre-requisite and QI is foregrounded as a vector for developing interprofessional competencies.</p><p><strong>Conclusions: </strong>The MU case elucidates the potential synergies that occur when faculty address quality improvement and interprofessional collaborative practice competencies with an integrated approach that leverages connections, while also respecting distinctions. For health professions education programs looking to improve the effectiveness and efficiency of their curricular approach to these fields, it may be fruitful to consider ICP as background and QI as foreground, remembering that without each other, ICP risks losing meaning and QI risks losing impact.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251318925"},"PeriodicalIF":2.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11811988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400164","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":"Awareness and Attitudes of Medical Students, Interns, and Residents Toward Telemedicine in Medical Education During the COVID-19 Pandemic: Survey-Based Cross-Sectional Study From Northern Iran.","authors":"Rahmat Allah Sharififar, Mahdi Mazandarani, Narges Lashkarbolouk, Somayeh Ghorbani","doi":"10.1177/23821205251318240","DOIUrl":"10.1177/23821205251318240","url":null,"abstract":"<p><strong>Background: </strong>Telemedicine is widely used in medical treatment and education systems. Therefore, it is essential to investigate the attitudes and awareness of medical students about it. We aimed to examine the awareness and attitudes of medical students, interns and residents toward telemedicine in medical education during the COVID-19 pandemic.</p><p><strong>Method: </strong>This cross-sectional study was conducted after new educational approaches were implemented due to the COVID-19 pandemic. Two questionnaires were used to assess the new educational methodologies. Participants included residents (R), interns (I), and students (S) from the internal medicine department. A census sampling method was employed, inviting all medical education members who met the entry criteria to participate. The data were analyzed descriptively, and group differences were tested using chi-square, independent samples T-test, Mann-Whitney, and Kruskal-Wallis tests.</p><p><strong>Result: </strong>Out of 278 medical education members eligible to participate, 249 (89.5%) completed the study. The mean score for participants' attitudes was above 3 (<i>M</i> = 3.78, <i>SD</i> = 0.24) indicating a generally favorable view of telemedicine. A significant gap was noted between participants' awareness and attitudes, with residents showing the lowest scores in both areas (<i>P</i>-value = .02). Our assessment revealed that \"Satisfaction with the platform and facilities for e-classes\" received the highest consensus from residents and interns, rated moderately agreeable by students (R: 64.5%, I: 59.7%, S: 48.8%). Responses to \"Using e-learning courses alongside postcrisis face-to-face courses\" and \"Using e-learning courses alone postcrisis\" varied among the groups (R: 58.1% and 54.9%, I: 59% and 58.2%, S: 47.6% and 45.3%).</p><p><strong>Conclusion: </strong>The results of this survey reveal that medical students and interns may demonstrate a favorable awareness and attitude toward telemedicine. Consequently, developing educational programs and enhancing exposure to telemedicine should be considered since these elements could be vital for the future training of medical professionals.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251318240"},"PeriodicalIF":2.0,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11803645/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383829","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}