Journal of Medical Education and Curricular Development最新文献

{"title":"The Art of Storytelling in Science: A Personal Journey.","authors":"Bruno Bezerril Andrade","doi":"10.1177/23821205251318188","DOIUrl":"https://doi.org/10.1177/23821205251318188","url":null,"abstract":"<p><p>Storytelling is a crucial yet often overlooked skill for scientists, essential in seminars, manuscripts, grant applications, and professional interactions. Drawing from my experiences across Brazil, the United States of America, India, and South Africa, I explore how crafting compelling narratives enhances scientific communication, increasing the likelihood of publishing, securing funding, and building collaborations. Reflecting on formative \"hot seat\" sessions at the National Institutes of Health, in the United States, I emphasize the importance of structuring ideas clearly, regardless of language fluency. Storytelling brings clarity, engagement, and logic to science, making research more relatable and impactful. Mastering this skill is essential for advancing scientific careers and effectively conveying complex ideas.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251318188"},"PeriodicalIF":2.0,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11792018/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190900","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":"Cognitive Simulation Using Mental Rehearsal for Procedural Learning in Medical Students: A Narrative Review.","authors":"Khang Duy Ricky Le","doi":"10.1177/23821205251313728","DOIUrl":"10.1177/23821205251313728","url":null,"abstract":"<p><p>Mental rehearsal, defined as the deliberate cognitive rehearsal of tasks without action, is an emerging approach to procedural skills learning in healthcare education. In particular, mental rehearsal has been associated with durable improvement of complex skills in various fields such as aviation, high performance sports and surgery. Despite this, mental rehearsal-based practices in healthcare are challenged with mainly informal and highly heterogeneous practice. Given this, the efficacy of mental rehearsal in medical education remains poorly characterised. Furthermore, there is currently no evidence-based approach to integrating mental rehearsal in the medical curriculum, nor frameworks to guide development of mental rehearsal skills for students. This narrative review explores mental rehearsal in medical education and evaluates the current principles of mental rehearsal and how these can be applied to improve procedural skills learning for medical students.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251313728"},"PeriodicalIF":2.0,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11792017/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190896","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":"Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning.","authors":"Henrike C Besche, Randall W King, Keri M Shafer, Sarah E Fleet, Julia F Charles, Tamara B Kaplan, Katie A Greenzang, Melanie P Hoenig, Richard M Schwartzstein, Barbara A Cockrill, Krisztina Fischer","doi":"10.1177/23821205251317149","DOIUrl":"10.1177/23821205251317149","url":null,"abstract":"<p><p>Large group collaborative teaching approaches are rapidly gaining popularity in undergraduate medical education. The case-based collaborative Learning (CBCL) pedagogy was instituted for pre-clerkship teaching at Harvard Medical School in 2015 with subsequent implementation at other medical schools. CBCL emphasizes inductive reasoning, integrates basic and clinical sciences, stimulates curiosity, and fosters teamwork. Given the ongoing educational evolution, guidance on designing and facilitating collaborative learning sessions, such as CBCL may benefit faculty in their instructional design efforts. This perspective article describes strategies to create effective collaborative sessions using CBCL as an example. We reviewed the literature and summarized ten years of experience in CBCL teaching through the lens of contemporary theories of teaching and learning. The recommendations are organized into three main domains: Instructional Design, Facilitation, and Professional Transformation, each aligned with the theoretical principles of CBCL. The recommendations provide a conceptual model to assist faculty in designing engaging and effective class materials and support students' professional transformation during collaborative learning sessions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251317149"},"PeriodicalIF":2.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11773543/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061227","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 Unique Simulation Methodology for Practicing Clinical Decision Making.","authors":"Shimon Amar, Yuval Bitan","doi":"10.1177/23821205241310077","DOIUrl":"10.1177/23821205241310077","url":null,"abstract":"<p><strong>Background: </strong>While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses varied educational values and has the potential to serve as an important tool in medical students' education.</p><p><strong>Objectives: </strong>In this study, we evaluate a new Clinical Decision Making Integrated Digital Simulation (CDMIDS) method that was developed in order to enhance the clinical decision-making competency and self-confidence of medical students early in their clinical training through practicing fundamental core skills.</p><p><strong>Methods: </strong>The study compares 108 4th-year medical students' questionnaire responses pre-/postself-assessments following practice of a new clinical decision-making simulation methodology.</p><p><strong>Results: </strong>Results indicate a positive participant experience, with the simulation perceived as a valuable platform for practicing integrated bedside decision making. Notably, participants demonstrated a statistically significant increase in willingness to make clinical decisions. The simulation contributed to enhanced knowledge, professional skills, and self-confidence in clinical decision making.</p><p><strong>Conclusion: </strong>The use of a CDMIDS method integrates clinical decision making as part of early medical school curriculum. Moreover, the method boosts learners' professional confidence, self-directed learning, and additional experiences. The method is flexible and can be applied in any medical school, especially those with limited resources, by making specific, localized modifications.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241310077"},"PeriodicalIF":2.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11770706/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143053707","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":"Observations of Score Changes Between USMLE Step 1 and Step 2 Among Students of Different Demographic Groups in a Longitudinal Clinical Curriculum.","authors":"Kaitlyn Novotny, Daniel Levine, Dale Netski, Edward Simanton","doi":"10.1177/23821205241296455","DOIUrl":"10.1177/23821205241296455","url":null,"abstract":"<p><strong>Background: </strong>The transition of the United States Medical Licensing Examination Step 1 to a pass/fail scoring system is reshaping its role in medical students' residency placements. This compels institutions to rethink Step 2 preparation strategies, raising concerns about a clerkship's impact on various student groups. Traditionally, medical schools followed the traditional block rotation model for clerkships, which limits longitudinal learning, and many schools are switching to longitudinal integrated clerkships and longitudinal interleaved clerkships (LInCs). The growth in longitudinal popularity sparks concern for the success of diverse medical student groups as there is minimal research regarding LInC students' USMLE performance. Our study aims to identify which student groups at Kirk Kerkorian School of Medicine at the University of Nevada, Las Vegas (KSOM) saw the greatest improvement in their USMLE Step scores after completing the LInC clerkship model.</p><p><strong>Method: </strong>Utilizing institutional data from KSOM, 145 students from 3 KSOM cohorts' Step 1 and Step 2 3-digit scores and their self-identified demographic information prior to the change in Step 1 grading were categorized by admissions and initial performance factors. Binary groups were created for each variable. Descriptive statistics and t-tests (including Levene's test) gauged score change significance (<i>P</i> < .05) within these groups. Changes were assessed by subtracting Step 1 from Step 2 scores, identifying groups showing significant score improvements after completing the LInC clerkship.</p><p><strong>Results: </strong>Analysis revealed significant score improvements between Step 1 and Step 2 for the following groups: females, students with low socioeconomic status, and students who originally received lower Step 1 scores.</p><p><strong>Conclusion: </strong>This study underscores the significance of gender, socioeconomic status, and prior exam performance in clerkship model development given the changes to Step 1 scoring. Further research should discern whether the observed score changes are attributed to the LInC model or its associated testing model.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241296455"},"PeriodicalIF":2.0,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11758510/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048213","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":"\"See Me as Human:\" Reflections on an Experiential Curriculum Led by People With Lived Experience of Incarceration.","authors":"Tiheba Bain, Monya Saunders, Craig Manbauman, Elana Straus, Camille Bundy, Amber Acquaye, Tyler Harvey, Lisa Puglisi, Sharon Ostfeld-Johns, Carmen G Black","doi":"10.1177/23821205241300943","DOIUrl":"10.1177/23821205241300943","url":null,"abstract":"<p><p>Improving physical and mental healthcare delivery to incarcerated patients and people with carceral histories provides an opportunity to improve health equity more broadly. This article provides a medical curriculum perspective led by the firsthand narratives of two women with lived expertise of incarceration in collaboration with interdisciplinary health professions students and faculty. Together we state that recognizing the humanity of individuals with carceral involvement precedes the ability to provide ethical or equitable healthcare: this humanity begins with students and the community sharing places and spaces together. We herein detail our experiences in honoring community educators with lived expertise of incarceration while pioneering a grant-funded, interdisciplinary medical education event offering early exposure to experiential learning in hopes of preparing future clinicians to transcend the status quo of substandard care through individual-level and systems-level advocacy. By sharing humanity and building relationships directly with community experts, we endeavor to offer future clinicians the relational framework to inform their advocacy efforts to improve healthcare systems from the bottom up throughout their clinical training and lifelong careers. Most importantly, we highlight the reasons why we believe medical curricula aiming to dismantle inequities facing people with carceral histories must be taught alongside those with lived expertise.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241300943"},"PeriodicalIF":2.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11742156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013835","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":"Comparison of a Virtual and in-Person OSCE on Advanced Communication Skills: Qualitative Insights from Medical Student Debrief Transcripts.","authors":"Alex Choi, Tanya D Murtha, Laura J Morrison, Jaideep S Talwalkar","doi":"10.1177/23821205241311961","DOIUrl":"10.1177/23821205241311961","url":null,"abstract":"<p><strong>Objectives: </strong>This study investigates the differences between in-person versus virtual format of an advanced communication skills OSCE through thematic analyses of post-OSCE debrief transcripts.</p><p><strong>Methods: </strong>Two cohorts of senior medical students participated in either a 2019 in-person or 2021 virtual advanced communication skills OSCE. Students were grouped in triads and rotated through three of five possible cases. Afterwards, students participated in a faculty-led debrief (in-person in 2019, virtual in 2021). Inductive thematic analysis was used to compare the themes and the ratio of comments related to the themes were compared between the virtual and in-person OSCEs.</p><p><strong>Results: </strong>Thematic analyses for both in-person and virtual OSCEs identified the same four major themes (Case Review, Emotional Response, Feedback, and Reflection) and 11 subthemes. However, the ratio of comments related to Case Review was lower in the virtual OSCE compared to in-person <i>(P </i>< .0001). Analysis of subthemes within Case Review revealed the percentage of comments was higher for Content and lower for Challenges in the virtual OSCE compared to in-person (both <i>P </i>< .0001). There were no differences in the ratios of comments related to Emotional Response, Feedback, and Reflection, or their subthemes.</p><p><strong>Conclusion: </strong>A virtual advanced communications skills OSCE for medical students showed identical qualitative themes to that from a prior in-person OSCE. However, students in the virtual OSCE focused more on matter-of-fact discussions about case content and less about the challenges they experienced. The findings suggest that some medical students may struggle with experiential learning in the virtual format, and have difficulty accessing or practicing their reflective observation skills based on Kolb's learning theory. Differences may be attributable to the additional cognitive load in the virtual setting, inadequate structural safeguards, and/or other limitations of virtual communication.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241311961"},"PeriodicalIF":2.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11748068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013764","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":"Integrated Business and Engineering Educational Experience for Medical Students in the Development of Pediatric Medical Devices.","authors":"Jennifer J Li, Jonathan Lee, Mayilone Sathialingam, Nhi Ha, Tamara Galoyan, Ethan Faye, Michael Kim, Tara Shelby, Rishabh Shah, Yelim Lee, Melissa Bent, Juan C Espinoza","doi":"10.1177/23821205241299987","DOIUrl":"10.1177/23821205241299987","url":null,"abstract":"<p><strong>Background: </strong>There are few opportunities in undergraduate medical education that provide formal training in engineering and scientific innovation. Institutions have sought to address student-specific career goals through combined degree programs such as the Medical Scientist Training Program and MD/MBA. However, only a small percentage of medical students pursue these additional degrees. Partnerships between medical schools and Medical Technology (MedTech) accelerators may create unique opportunities for medical students to gain real-world experience with scientific innovation and entrepreneurship.</p><p><strong>Methods: </strong>An internship program was developed by the Keck Translational Biotechnology Association and the West Coast Consortium for Technology & Innovation in Pediatrics (CTIP), a Food and Drug Administration-funded pediatric medical device accelerator. Students and companies applied to participate and were paired based on students' interests and experience, and project plans were developed together. An initial orientation provided an overview of the program structure and expectations. Students and mentors met biweekly to address questions or concerns surrounding the progress of their projects. Students gave final project presentations and completed program evaluations. Data from 3 iterations of the program are reported.</p><p><strong>Results: </strong>Student program satisfaction was measured across 5 domains. Students felt that working with CTIP was valuable to their education (mean score = 3.7 of 5.0) and encouraged them to pursue future careers in MedTech (mean score = 4.0 of 5.0). Students provided a few suggestions to improve the program, including more structure, clear expectations around time commitment and deliverables, and stipends for students. Participation in the program grew over time.</p><p><strong>Conclusions: </strong>The initial iterations of the internship program were well received by students. Several opportunities for improvement were noted. The program grew over time. Partnerships with accelerator programs at medical schools and academic medical centers may provide key real-world opportunities for students to learn about MedTech.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241299987"},"PeriodicalIF":2.0,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736755/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013867","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":"Clinical Confidence, Certification, and Connectedness: Impact of a Journal Club for Inpatient Psychiatry Faculty.","authors":"David S Im, Andrea Brelje, Christina Raghunandan, Laura Stchur, Angela Lyden, Allison Hong, Lindsay A Bornheimer","doi":"10.1177/23821205241310846","DOIUrl":"10.1177/23821205241310846","url":null,"abstract":"<p><strong>Introduction: </strong>Inpatient psychiatry faculty manage complex clinical, administrative, and legal issues amid increasing mental health service utilization rates, limiting time for (1) focusing on lifelong learning and (2) connecting. We examined the impact of a monthly journal club on inpatient psychiatry faculty's (1) confidence that their practice is evidence informed, (2) stress related to board recertification, and (3) sense of connectedness with peers.</p><p><strong>Methods: </strong>We employed a primarily qualitative approach using semi-structured interviews and brief survey questions to elicit input from inpatient psychiatry faculty at an academic medical center on their experience participating in a monthly journal club, including perceived changes in one's practice of evidence-based medicine, recertification stress, and connectedness with peers.</p><p><strong>Results: </strong>Thirteen faculty who participated in the journal club responded to at least one survey or interview. Many faculty reported feeling more confident that their clinical practice was evidence informed, less stressed about board recertification, and more connected to peers at 6 and 12 months following the commencement of the journal club. Following in-person attendance, video-based learning (an innovative method of participating in the journal club) was found to be the second most preferred method of participation among respondents. All respondents noted that the journal club was a valuable use of their time and enjoyable.</p><p><strong>Conclusion: </strong>A monthly journal club has the potential to increase hospital psychiatry faculty confidence in evidence-based clinical practice, reduce board recertification stress, and improve sense of peer connectedness. Future research should examine the journal club experience and impact among a larger number of faculty and incorporate additional measures of learning outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241310846"},"PeriodicalIF":2.0,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013795","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":"Implementing a Responsible Conduct of Research Curriculum for an Undergraduate Summer Clinical Research Program in Quantitative Sciences.","authors":"Kay See Tan, Mengmeng Du, Jaya Satagopan, Elena Elkin","doi":"10.1177/23821205241293515","DOIUrl":"10.1177/23821205241293515","url":null,"abstract":"<p><strong>Objectives: </strong>Instilling the principles of ethical and responsible medical research is critical for educating the next generation of clinical researchers. We developed a responsible conduct of research (RCR) workshop and associated curriculum for undergraduate trainees in a quantitative clinical research program.</p><p><strong>Methods: </strong>Topics in this 7-module RCR workshop are relevant to undergraduate trainees in quantitative fields, many of whom are learning about these concepts for the first time. These topics include: (1) research collaboration and mentoring, (2) human subjects and privacy, (3) rigor, reproducibility, and responsibility in data analysis, (4) data safety, security, and sharing, (5) responsible authorship, peer reviews, and conflicts of interest, (6) research misconduct and whistleblowing, and (7) social responsibility and contemporary ethical issues. The workshop adopts an active learning approach and is intended to encourage peer-to-peer learning through a critical review of case studies and contemporary media reports. Workshop materials and discussions are designed to address experiences relevant to undergraduate trainees. For example, for the discussion on human subject protection, trainees are asked to review their own university's policies for engaging students as research subjects. Student perceived knowledge and understanding of research ethics were obtained from pre- and post-workshop surveys, with responses ranging from 1 (low level of understanding) to 5 (high level of understanding).</p><p><strong>Results: </strong>Survey responses from 38 trainees across 4 years demonstrated marked increase in perceived knowledge and understanding of research ethics, from 64% in pre- to 96% in post-workshop responses with scores of 3 and up. Trainees noted the effectiveness of the active learning format of the workshop and relevance of the topics on their own research projects.</p><p><strong>Conclusion: </strong>Intentional instruction is vital to help trainees discern between good and bad science in research. The presented RCR curriculum can be adapted by other programs designed for trainees engaged in medical research and education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241293515"},"PeriodicalIF":2.0,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736750/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013864","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}