Journal of Medical Education and Curricular Development最新文献

{"title":"Developing Research-Oriented Health Professionals: Understanding Students' Perceptions and Needs for Extracurricular Research Opportunities.","authors":"Peihao Xu, Shona Pfeiffer, Fiona Boland, Niall T Stevens","doi":"10.1177/23821205241307781","DOIUrl":"10.1177/23821205241307781","url":null,"abstract":"<p><strong>Background: </strong>Undergraduate training in research principles is often mandated by healthcare profession regulators in Ireland to prepare graduates for higher specialist training. Students can be offered the opportunity to participate in extracurricular research activities, in addition to those embedded in the curricula. This cross-sectional study aims to explore student attitudes towards research and to understand their motivations for engaging in research-related activities and any barriers that might prevent them from doing so.</p><p><strong>Methods: </strong>Students participating in the Royal College of Surgeons in Ireland Research Summer School (RSS) 2023 completed a questionnaire at the start of the program to assess research experience as well as attitudes and motivations towards research.</p><p><strong>Results: </strong>Of the 120 participants in the summer research school, only 50 participated in the questionnaire. Of these 50, 42 were medical students. Twenty-nine students were undertaking a supervised research project, while 21 were enrolled in a 4-week taught research skills program. Five students had completed a previous undergraduate or postgraduate degree, and 29 had previously participated in research-related activities. The reasons for participating in the RSS program were to gain experience and skills, followed by having an interest in biomedical research. Twenty-nine students said their motivation was to participate in a more exploratory learning process beyond the syllabus. Thirty students felt the main factor preventing them from gaining research experience was the lack of research opportunities available to them.</p><p><strong>Conclusion: </strong>Undergraduate health professions students recognize the importance of engaging in research-related activities. Gaining research experiences to enhance knowledge and build professional relations is important, but the lack of opportunities is perceived to be a barrier preventing engagement. Given the value undergraduate students place on research experiences, institutions specializing in health professions education should create customized programs to eliminate obstacles and offer undergraduate opportunities that encourage the development of research-focused healthcare professionals.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241307781"},"PeriodicalIF":2.0,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736756/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013862","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 a Psychiatry Residency Program in a Low- and Middle-Income Country: Botswana's Experience.","authors":"Philip R Opondo, Anthony A Olashore, James O Ayugi, Masego B Kebaetse, Keneilwe Molebatsi","doi":"10.1177/23821205241310784","DOIUrl":"10.1177/23821205241310784","url":null,"abstract":"<p><p>Like many other low- and middle-income countries, Botswana has struggled to address the shortage of doctors, particularly specialists. In 2009, the country's first medical school offering an undergraduate medical program was established. A needs and feasibility assessment was conducted with relevant stakeholders to explore the need for specialty training programs in all medical school departments. As a result, three residency programs were established a year after the undergraduate program, but psychiatry was not included in this first crop of residency programs. Existing strengths in the university and healthcare systems were leveraged to successfully establish a four-year Master of Medicine residency program in psychiatry, which began in January 2020. The program aims to produce psychiatrists who are familiar with the local mental health needs. The first batch of students completed their training in December 2023. This paper reflects on and describes the development of a psychiatry residency program in Botswana and contributes a process grounded in educational program development models and educational theories that others can utilize. Botswana's experience may be helpful to other low- and middle-income countries, particularly in sub-Saharan Africa, that want to establish and run a locally developed residency program in psychiatry.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241310784"},"PeriodicalIF":2.0,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736751/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013861","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":"Self-Assessment of Medical Ethics and Professionalism: Comparison Between Preclinical and Clinical Medical Students.","authors":"Saima Naz Shaikh, Uzair Abbas, Tazeen Shah, Arsalan Ahmad Uqaili, Hudebia Allah Buksh, Mehreen Fatima","doi":"10.1177/23821205241311476","DOIUrl":"10.1177/23821205241311476","url":null,"abstract":"<p><strong>Background: </strong>Ethics and professionalism are fundamental elements in the practice of medicine consisting of a set of values, behaviors, and relationships that reinforce the trust and respect for the physician in a society. It consists of several key elements that are learnt during their formative years of study. This study aims to compare knowledge and self-reported practice of ethics and professionalism between preclinical and clinical undergraduate medical students.</p><p><strong>Methods: </strong>We included 427 medical students including males and females of age 18 and above. They were further divided into preclinical and clinical groups. We assessed knowledge and practice of medical professionalism through a validated questionnaire containing 11 core elements (components) of medical professionalism and ethics. The assessment was carried out by comparing median scores assigned to the components of professionalism against each question. Data was analyzed through SPSS v.22 and GraphPad Prism v.8.</p><p><strong>Results: </strong>Clinical medical students had significantly higher knowledge of medical professionalism as compared to nonclinical students (<i>P</i> = .0016). Moreover, among the components of professionalism, there was a significantly higher score for confidentiality (<i>P</i> = .006), communication skills (<i>P</i> = .001), self-directed learning (<i>P</i> = .011), peer and self-assessment (<i>P</i> = .0011) along with ethics in research and patient care (<i>P</i> = .0042) in clinical students as compared to preclinical medical students. However, no significant difference was found between students of preclinical and clinical years for honesty, accountability, respect, responsibility, compassion, and maturity (<i>P</i> > .05). The findings were comparable across students of different ethnicities in our study cohort (<i>P</i> > .05).</p><p><strong>Conclusion: </strong>Our findings suggest that knowledge and practice of certain elements of ethics and professionalism are enhanced through clinical exposure, however, few remain consistent across different stages of study. Moreover, lack of significant differences in practice of professionalism based on ethnic differences underscores the potential universal standards in medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241311476"},"PeriodicalIF":2.0,"publicationDate":"2025-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11726523/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980275","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 Student-Informed Guide for Success on the OB/GYN Clerkship.","authors":"Naeema Hopkins-Kotb, Hannan Sylla, Anna Krotinger, Andrea Pelletier, Deborah A Bartz, Natasha R Johnson","doi":"10.1177/23821205241299584","DOIUrl":"10.1177/23821205241299584","url":null,"abstract":"<p><p>The obstetrics and gynecology (OB/GYN) clerkship is a uniquely enriching and challenging rotation for medical students. Available literature prepares students for medicine and surgery clerkships, but few guides identify and discuss the unique characteristics of OB/GYN that impact student learning and performance during the clerkship. Here, we aim to highlight the specific clinical learning environments, emotionally sensitive experiences, and technical performance expectations that students should anticipate and be prepared for in the OB/GYN clerkship. We believe all students benefit from learning these skills to care for their future patients no matter their chosen specialty.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241299584"},"PeriodicalIF":2.0,"publicationDate":"2025-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11726520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980271","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 Future Face of Surgery-Demographics of Students Interested in Surgery at an Academic Medical Center.","authors":"Jalee Birney, Dylan T Vance, Jodi A Veach, Katelyn Sanner Dixon, Sarah E Adkins, Sarah C Wilson, Heather M Minchew, Jordan Baker, Lynn Chollet-Hinton, German Berbel, Lyndsey J Kilgore","doi":"10.1177/23821205241310736","DOIUrl":"10.1177/23821205241310736","url":null,"abstract":"<p><strong>Background: </strong>The demographics of medical schools reveal a growing trend towards greater gender and underrepresented in medicine (UIM) representation among students, yet surgical residency lags behind. This study explores the demographics of first-year medical students (M1s) and their initial career interests.</p><p><strong>Methods: </strong>A panel of faculty physicians and fourth-year medical students in surgical and nonsurgical specialties was held for M1s during orientation week. Demographic differences and career interests were collected.</p><p><strong>Results: </strong>Fifty-six M1s, 31 (55%) female and 13 (24%) UIM, attended the event. While 35 students (62.5%) reported interest in surgery, only 7 (20%) identified as UIM and 16 (46%) as female.</p><p><strong>Conclusion: </strong>Initial interest in surgery is comprised of mostly male and non-UIM students. Throughout medical school, this pattern persists, with current match rates into surgery not reflecting the population of students. Focusing on initial interest to surgery is crucial as it is the foundation for the pipeline of diversifying future surgeons.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241310736"},"PeriodicalIF":2.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11719428/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972590","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":"Self-Assessment Techniques in Clinical Studies in Public Universities in Anambra State: Benefits and Alignment With Supervisors Evaluation as Perceived by Medical Students.","authors":"Nneka Chinyere Ezeugo, Lydia Ijeoma Eleje, Gideon Ebuka Obiasor, Njideka Gertrude Mbelede, Kalu Eke Osonwa, Ifeoma Clementina Metu, George Uchenna Eleje","doi":"10.1177/23821205241308787","DOIUrl":"https://doi.org/10.1177/23821205241308787","url":null,"abstract":"<p><strong>Objectives: </strong>This research explores the perceptions of medical students regarding self-assessment techniques in clinical studies at public universities in Anambra State, Nigeria. Specifically, it investigates the benefits of these techniques and their perceived alignment with formal evaluations conducted by supervisors.</p><p><strong>Methods: </strong>Utilizing a descriptive cross-sectional study design, data were collected from 273 consenting medical students through an online questionnaire. The questionnaire was developed to capture students' demographics, experiences with self-assessment, and perceptions of its benefits in relation to supervisor evaluations.</p><p><strong>Results: </strong>Results indicate a balanced representation of gender among respondents, with the majority falling within the 21‒25 years' age range, and nearly equal participation from students at the 500 and 600 levels across two institution types, Federal and State. The findings reveal a positive alignment between students' perception of self-assessments and formal evaluations, with no significant discrepancies observed between institutions or levels of study. Additionally, participants widely perceive self-assessment as beneficial for enhancing confidence, identifying learning gaps, fostering professional growth, and improving communication skills. Furthermore, students from both institutions and across different levels of study report similar perceived benefits from engaging in self-assessment practices.</p><p><strong>Conclusions: </strong>There is a strong alignment between medical students' perceptions of self-assessments and formal evaluations, with no significant differences found across institutions or stages of study. Overall, self-assessment was viewed as valuable for boosting confidence, identifying areas for improvement, supporting professional development, and enhancing communication skills. Further exploration of students' perspectives will offer valuable insights for educators to design effective learning strategies and promote lifelong learning habits among medical students.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241308787"},"PeriodicalIF":2.0,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11705325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956497","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":"Moving Past the Status Quo: Redefining the Feedback Landscape for Junior Clinician-Educator Career Development.","authors":"Jamie L Geringer, David A Lindholm, Brian E Neubauer, Temple A Ratcliffe","doi":"10.1177/23821205241300945","DOIUrl":"10.1177/23821205241300945","url":null,"abstract":"<p><p>This perspective piece addresses the challenges junior clinician-educators face as they navigate career development within academic medical centers. In addition to understanding local promotion and tenure processes and seeking mentorship, we argue that faculty feedback is an often neglected, but essential, component in clinician-educator development. We repurpose and use the MISCA model-Message, Implementation, Student, Context, and Agents-as a framework to better understand and improve feedback for faculty. Crafting effective feedback messages, nurturing holistic growth, understanding contextual dynamics, acknowledging diverse feedback agents, and recognizing learner characteristics are key components of this model. Within each element of MISCA, we interpret how this model applies to clinician-educators and provide practical examples. We propose that combining insights around feedback derived from MISCA, with mentorship and frameworks for faculty competence, offers individuals and institutions opportunities to transform how they grow and develop faculty.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241300945"},"PeriodicalIF":2.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11672576/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142903064","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":"Addressing Pre-exposure Prophylaxis Awareness and Knowledge Gaps Among Lebanese Medical Professionals: A Cross-Sectional Study.","authors":"Akel Azzi, Carine Chartouni, Charlyne Sakr, Racha Ibrahim, Zeina Bou Chebel, Elie Haddad, Nabil Chehata, Jacques Choucair, Anton Pozniak, Gebrael Saliba","doi":"10.1177/23821205241307735","DOIUrl":"10.1177/23821205241307735","url":null,"abstract":"<p><strong>Objective: </strong>In Lebanon, HIV prevalence among key populations such as men who have sex with men is high at 12%, warranting a need for targeted healthcare efforts. Pre-exposure prophylaxis (PrEP) is an effective prevention measure, yet global challenges persist, including limited awareness of PrEP among healthcare professionals. This study investigates PrEP awareness within the Lebanese medical community.</p><p><strong>Methods: </strong>A survey targeted 201 participants from the Saint Joseph University of Beirut, Faculty of Medicine, comprising students, residents, and physicians. Analyses, including chi-square tests, mid-<i>P</i> exact test, and point-biserial correlation, assessed PrEP knowledge and perceptions.</p><p><strong>Results: </strong>Significant disparities in PrEP awareness were noted among medical students, residents, and physicians, revealing misconceptions about its purpose, administration, and effectiveness. Positive correlations between age and awareness among medical students suggest evolving awareness during medical education. Residents exhibited higher awareness compared to physicians, emphasizing the impact of recent training. No significant correlation based on specialty was found among physicians, indicating the need for uniform PrEP education across all medical fields.</p><p><strong>Conclusion: </strong>Addressing PrEP awareness gaps among medical professionals is crucial for effective HIV prevention in Lebanon, necessitating tailored educational strategies integrated into medical curricula and ongoing professional development.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241307735"},"PeriodicalIF":2.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11664515/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142883249","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":"Advocating for an Advanced Cardiac POCUS Curriculum Among Internal Medicine Residents.","authors":"Oseiwe B Eromosele, Alexandra Pipilas, Jason A Sherer, Michael C Schwartz","doi":"10.1177/23821205241296957","DOIUrl":"10.1177/23821205241296957","url":null,"abstract":"<p><p>Advocating for integrating a cardiac point-of-care ultrasound (POCUS) curriculum into Internal Medicine residency, this letter emphasizes the unique advantages of cardiac POCUS, particularly its rapid utility and safety, while highlighting existing knowledge gaps among trainees. This perspective research letter underscores the need for a structured advanced cardiac POCUS elective to address the knowledge and skill gaps among internal medicine trainees who have taken the introductory POCUS elective, providing a career preparatory course for internal medicine residents interested in cardiology, critical care, hospital medicine, primary care, and rural medicine. The perspective research paper also underscores the feasibility and benefits of such training, ultimately supporting the implementation of an advanced cardiac POCUS elective in the United States Internal Medicine residency programs.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241296957"},"PeriodicalIF":2.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11662376/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878168","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":"Experiences and Motivations Regarding The Roles in the Medical Student's Association at an Undergraduate Medical School in Saudi Arabia: A Qualitative Study.","authors":"Muhammad Raihan Sajid, Junaid Kashir, Randa Khalid Yasin, Leen Darwish Jijakli, Akef Obeidat, Stella Howden","doi":"10.1177/23821205241308799","DOIUrl":"10.1177/23821205241308799","url":null,"abstract":"<p><strong>Objectives: </strong>This qualitative study aimed to explore student perspectives toward extracurricular activities and motivating and/or demotivating factors of students for involvement with medical student association (MSA) at Alfaisal University, Riyadh, Saudi Arabia.</p><p><strong>Methods: </strong>Qualitative analysis of focus group interviews was employed. Inclusion criteria required participants to be College of Medicine students in years 1-5 of undergraduate study and have been a member of the MSA for at least a year or more. A total of four focus group interviews were conducted with four to six participants in each interview. All interviews were recorded and transcribed verbatim, following which an inductive thematic framework analysis was employed for data analyses. Similar ideas and concepts were grouped using codes, and themes were developed.</p><p><strong>Results: </strong>The first theme identified was motivating factors of students for joining the MSA, which included improvement of self-esteem and résumé, to avoid burnout, social experiences, to overcome shyness, to adjust to the university environment, and to increase research opportunities. The second theme revealed were the skills gained including problem-solving, conflict resolution and communication skills, organizational planning and management skills, and peer mentorship. The third theme identified were the various demerits of being involved with the MSA, including a lack of commitment from other students, lack of recognition, and for some, adverse effects on academic activities.</p><p><strong>Conclusion: </strong>We conclude that the MSA appears to provide a positive opportunity to medical students to be part of various activities, creating a conducive environment for supporting overall well-being and potentially supporting adjusting to the university environment and facilitating the acquisition of various skills.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241308799"},"PeriodicalIF":2.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11660264/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878206","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}