Advances in Medical Education and Practice最新文献

{"title":"The Application of CT 3D Reconstruction and 3D Printing Technology Combined with CBL Teaching Mode in the Clinical Teaching of Joint Orthopedics.","authors":"Weiyue Zhang, Yizhang Chen, Xin Huang","doi":"10.2147/AMEP.S509201","DOIUrl":"https://doi.org/10.2147/AMEP.S509201","url":null,"abstract":"<p><strong>Purpose: </strong>The traditional teaching mode Lecture Based Learning (LBL) often results in student's poor initiative and independent thinking ability and low learning interest. This study aims to investigate the application of CT 3D reconstruction and 3D printing technology combined with CBL teaching mode in the clinical teaching of orthopedics and standardized training of residents.</p><p><strong>Methods: </strong>Sixty residents of our hospital were randomly selected to conduct the teaching of joint orthopedic content in orthopedic surgery courses. They were randomly divided into three groups at the time of admission, which adopted LBL teaching mode, CBL teaching mode, CT 3D reconstruction and 3D printing technology combined with CBL teaching mode, respectively.</p><p><strong>Results: </strong>The theoretical knowledge scores and clinical skills scores of the standardized training students in the CBL+3D printing group were significantly higher than those in the LBL or CBL group. Students in CBL+3D printing group had significantly higher recognition in self-ability evaluation. The overall teaching satisfaction of students in CBL+3D printing group was 85.00% (P < 0.05).</p><p><strong>Conclusion: </strong>The combination of CT 3D reconstruction and 3D printing technology with CBL teaching mode can help the students to master the theoretical knowledge and practical skills in the standardized training of joint orthopedics residents, which can effectively improve the teaching quality.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"535-543"},"PeriodicalIF":1.8,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11977560/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812717","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":"Blending Online and In-Person Seminars to Strengthen Clinical Placement Learning in Physiotherapy Education.","authors":"Slawomir Wojniusz, Anne Gudrun Langaas, Yngve Røe","doi":"10.2147/AMEP.S502590","DOIUrl":"https://doi.org/10.2147/AMEP.S502590","url":null,"abstract":"<p><strong>Introduction: </strong>Digital technology continues to reshape health professions education, yet little is known about the relative effectiveness of synchronous online versus in-person collaborative learning in strengthening clinical placement experiences for physiotherapy students. This study examined physiotherapy students' expectations, perceptions, and preferences regarding online and in-person small-group seminars.</p><p><strong>Methods: </strong>A quasi-randomized crossover design was used in two course iterations (I-1, I-2) involving 106 final-semester physiotherapy students. Participants were split into groups of 5-6 to engage in ten seminars discussing complex clinical cases drawn from their prior placements, with half of the groups starting online and later switching to in-person, and vice versa. A third iteration (I-3; n=77) alternated between online and in-person sessions following two initial in-person seminars. Data were gathered through anonymous electronic surveys containing Likert-scale ratings and open-text responses. Quantitative data were analyzed with t-tests and chi-square tests; qualitative comments underwent thematic analysis.</p><p><strong>Results: </strong>Mid-course evaluations revealed no significant differences in perceived effectiveness when students had experienced only one format. By the course's end, however most students ultimately favored in-person seminars for richer social interaction (I-2: 80%; I-1: 38%; I-3: 54%), although they consistently recognized online sessions as time-efficient and flexible. Notably, students' initial expectations (I-1 and I-2) strongly mirrored their final evaluations. Qualitative feedback highlighted that in-person seminars provided higher-quality social interactions, while online seminars offered greater efficiency and flexibility. Most students indicated a preference for a blended format in future courses.</p><p><strong>Conclusion: </strong>By blending in-person and online sessions, collaborative seminars can give physiotherapy students the best of both worlds for their clinical placement learning. Meeting in-person fosters richer discussions and deeper social connections, while online sessions offer efficiency, flexibility and help students develop essential digital competence. Together, these formats create a more adaptable, forward-looking learning environment that aligns with the evolving demands of professional practice.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"557-567"},"PeriodicalIF":1.8,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11977547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812714","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":"Integrating ICH Good Clinical Practice (GCP) Principles and Essential Documentation into Dermatology Residency Education in China.","authors":"Xiaoxia Ding, Peijiao Wang, Xiaohua Tao, Yi Tang","doi":"10.2147/AMEP.S506683","DOIUrl":"10.2147/AMEP.S506683","url":null,"abstract":"<p><p>Integrating International Council for Harmonisation Good Clinical Practice (ICH GCP) principles, including essential documentation and ethical standards, into medical education is crucial for building clinical trial capabilities and advancing research literacy. However, dermatology residency programs in China currently lack a formal framework for incorporating these principles. This perspective article proposes a three-module curriculum tailored to address this gap and align Chinese dermatology residency education with international standards. The first module, Foundational Clinical Research Knowledge, introduced in the second year of residency, covers key GCP principles, such as the roles and responsibilities of IRB/IEC, investigators, and sponsors, as well as the significance of essential documents like clinical protocols and investigator brochures. The second module, Dermatology Subspecialty Training with GCP Principles, conducted in the third year, emphasizes advanced trial design, protocol amendments, and investigator responsibilities. The third module, Communication and Ethics Training, spans both years, focusing on interdisciplinary collaboration, IRB/IEC responsibilities, and ethical decision-making. The curriculum incorporates stepwise learning, hands-on exercises, and regular assessments while addressing practical barriers such as resource and cost limitations through faculty-supported programs. By fostering critical thinking and interdisciplinary communication, this model aims to equip residents with the skills to lead ethically sound, patient-centered clinical trials, ultimately advancing evidence-based dermatology education and practice in China.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"525-533"},"PeriodicalIF":1.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11972601/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796847","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 Small Group Interview Evaluating the Impact of a Widening Access Programme on Student Confidence and Their Medical School Applications.","authors":"Ben Ryan, Enam Haque, Amy Leggett, Sukainah Aamir, Saba Rashid, Shreya Belgamwar","doi":"10.2147/AMEP.S507047","DOIUrl":"10.2147/AMEP.S507047","url":null,"abstract":"<p><strong>Background: </strong>In the United Kingdom, individuals from deprived backgrounds are under-represented in the medical workforce. Widening participation seeks to address the barriers they face. This study examined Lancashire Access Medics: a widening participation programme in the North-West of England led by junior doctors and medical students for Year 12 and Year 13 pupils.</p><p><strong>Materials and methods: </strong>The programme used an outcome-based curriculum with regular online group and individual sessions to support pupils. The programme was supported by a local medical school's widening participation team. A small group interview was conducted, using thematic analysis, to explore the experiences of the pupils on the programme.</p><p><strong>Results: </strong>Positive findings include the continuous pastoral support, supportive learning environment, and overall session structure, which contributed to pupils developing key skills ideal for medical school applicants. The support with personal statement development and interview preparation was commended. However, participants requested more support with their aptitude tests and expressed a preference for in-person sessions.</p><p><strong>Conclusion: </strong>The programme provides a low-cost model for widening participation, which can reach high-priority areas and can be replicated by other groups. Widening participation initiatives should consider the use of an outcome-based curriculum, with sound session design and opportunities for addressing individual pupil needs. Whilst the virtual learning environment may make such work more feasible to deliver, pupils may find it more difficult to engage compared to being in-person.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"515-523"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11971991/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796837","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":"Exploring the Use of Associative Analogy Teaching in BME Computer Courses in Medical University.","authors":"Fugui Qi, Yizhu Chen, Zhao Li, Tao Lei, Jianqi Wang, Guohua Lu","doi":"10.2147/AMEP.S436882","DOIUrl":"10.2147/AMEP.S436882","url":null,"abstract":"<p><strong>Purpose: </strong>Current approaches to teaching Biomedical Engineering (BME)-related computer courses in medical universities often have unsatisfactory outcomes. A \"Microcomputer Principles and Interface Technology\" course was taken as a typical example to explore a new teaching method based on the idea of associative analogy.</p><p><strong>Methods: </strong>Associative analogy was used as a core teaching principle. This puts special emphasis on the use of systematic associative analogies to promote systematic understanding and memorization of scattered knowledge points. Associative analogies form a multi-branch extension or logical-chain extension surrounding one practical example. This approach is also committed to transforming associative analogies into a constant feature of students' self-learning. Associative analogy teaching was applied over 2 years in a medical university in China and end of course questionnaires were given to students, teachers, and school experts.</p><p><strong>Results: </strong>The three-level evaluation results show that associative analogy teaching not only assists teachers and enhances the classroom atmosphere and interest in learning, but also helps cultivate an associative analogy learning mindset amongst students.</p><p><strong>Conclusion: </strong>Associative analogy teaching has a beneficial impact on students' acquisition of course knowledge, independence of learning, and divergent thinking. It also has positive possibilities for education and teaching reform, and teachers' capacity for innovative teaching. Next directions will include the application of this teaching method to more computer courses to collect more teaching data. This will help to inform a more refined quantitative evaluation of the method's future potential.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"483-492"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11971959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796841","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":"Multiple Mini Interviews vs Traditional Interviews: Assessing Reliability and Equity in Medical School Admissions [Letter].","authors":"Suliman Ali","doi":"10.2147/AMEP.S523942","DOIUrl":"10.2147/AMEP.S523942","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"501-502"},"PeriodicalIF":1.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Art in Medicine Training and Its Effectiveness on Professionalism and Interpersonal Skills: A Prospective Study.","authors":"Maria Carolina Musri, Atif Iftikhar Nehvi, Shireen R Chacko, Glenn Eiger, Nazanin Moghbeli","doi":"10.2147/AMEP.S462264","DOIUrl":"10.2147/AMEP.S462264","url":null,"abstract":"<p><strong>Introduction: </strong>Internal Medicine residents in The United States of America (USA) need to demonstrate competency in the Accreditation Council for Graduate Medical Education (ACGME) core areas to meet training requirements. Two of these core competencies are professionalism and interpersonal/communication skills. Medical humanities can positively influence trainee development by cultivating these skills. There is limited literature on the use of art-based programs to enhance communication and professionalism skills among residents aside from the original FRAME workshop. We have designed a six-part series called \"Using Art for Professionalism and Communication Skills in Medical Education\" (UAPCMedEd) that implements visual arts training strategies to teach residents these core skills as part of their training program in Internal Medicine. The aim of this study is to assess whether such a program can effectively enhance these core competencies.</p><p><strong>Methods: </strong>A prospective study was conducted in a single academic institution, involving six-monthly, one-hour virtual visual art focused group discussion sessions during the academic year 2022-2023. The program was co-designed and run by a physician leader and an educator at the Philadelphia Museum of Art. After each session, survey data collected from Internal Medicine residents were analyzed using a mixed-methods approach.</p><p><strong>Results: </strong>Thirty-two Internal Medicine residents volunteered to participate. 100%, 97%, and 95% of respondents were able to consider new points of view, felt that the program gave them time and tools for reflection, and agreed that the workshop provided a pause and respite from medical care, respectively. Furthermore, 81% responded that it helped them communicate more effectively, and 74% stated that it helped them reconnect with their role as medical providers.</p><p><strong>Conclusion: </strong>Forming well-rounded physicians who can reflect on their biases, empathize, and communicate effectively is the key to dealing with modern medical challenges. The UAPCMedEd workshop positively influenced residents' professionalism and interpersonal communication skills.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"493-500"},"PeriodicalIF":1.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970266/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796282","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 an Educational Intervention on Nurses' Knowledge and Practice in Early Detection of Acute Kidney Injury at Mbarara Regional Referral Hospital, Western Uganda.","authors":"Were Phiona, Eric Baluku Murungi, Jannat Kasozi","doi":"10.2147/AMEP.S516379","DOIUrl":"10.2147/AMEP.S516379","url":null,"abstract":"<p><strong>Introduction: </strong>Acute Kidney Injury (AKI) is a common, often undocumented disorder causing significant morbidity and high mortality. It affects 20% of hospitalized patients, with over 50% incidence in ICUs. Nurses play a crucial role in AKI management, particularly in in-patient care. Early detection and management depend on nurses' knowledge and practice, impacting outcomes. AKI is a global concern, with over 2.3 million projected annual deaths worldwide.</p><p><strong>Aim: </strong>To examine the impact of an educational intervention on nurses' knowledge and practice in early detection of AKI at Mbarara Regional Referral Hospital.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted at Mbarara Regional Referral Hospital in the Accident and Emergency and Intensive Care Units. It involved a pre-test, intervention, and post-test. Thirty nurses completed self-administered questionnaires to assess knowledge, while 25 medical charts were reviewed using a checklist to evaluate practice. Paired t-tests and Chi-square tests were used to analyse changes in knowledge and practice before and after an educational intervention.</p><p><strong>Results: </strong>The findings revealed that the knowledge and practices in early detection of AKI among the nurses was inadequate with only 3.3% of the nurses having excellent knowledge in the early identification of AKI while most of the medical charts had incorrectly performed practices. However, after the educational intervention the knowledge and practice in detection of AKI improved. The mean knowledge scores were 43.0333 (SD = 16.9) pre-test and 68.3 (12.8) post-test. There were significant differences in mean knowledge and practice scores before and after intervention, mean of (t (29) with 18.7018-31.96487 (95% confidence interval) and P-value of <0.0001.</p><p><strong>Conclusion: </strong>There is a need to organize regular sessions on AKI to improve the knowledge and practices of nurses in early detection of AKI.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"503-514"},"PeriodicalIF":1.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970268/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796845","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 Education in Afghanistan: Challenges and Policy Implications.","authors":"Muhammad Haroon Stanikzai, Samiullah Shanawa, Ahmad Taha Karimkhil, Omid Dadras","doi":"10.2147/AMEP.S510309","DOIUrl":"10.2147/AMEP.S510309","url":null,"abstract":"<p><p>Medical education is considered the backbone of future health systems. However, Afghanistan's medical education system is ill-equipped to deliver quality education in the medical training institutions. This article provides insights into existing challenges in the Afghan medical education system. These challenges include infrastructural constraints, substandard recruitment practices, poor learning environment, limited access to updated learning educational resources, shortage of skilled and qualified lecturers, inaccessibility to modern technology, and financial difficulties. This calls for strengthening the Afghan medical education system, highlighting the importance of creating a national policy framework to enhance education quality and ensure academic institutions' sustainability.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"477-482"},"PeriodicalIF":1.8,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11960813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765408","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":"Enhancing Social Accountability in Medical Education and Accreditation: A Meeting Report.","authors":"Cynthia L Larche, Maxwell Kennel, Sean Tackett, David C Marsh, Erin Cameron","doi":"10.2147/AMEP.S508928","DOIUrl":"https://doi.org/10.2147/AMEP.S508928","url":null,"abstract":"<p><p>Accreditation in medical education stands in need of more empirical grounding. There is a paucity of accreditation research that hinders both quality assurance efforts and the introduction of innovative new approaches to accreditation, such as social accountability standards. The International Social Accountability and Accreditation Steering Committee (ISAASC) was established to address this gap. This meeting report outlines the outcomes of a workshop led by members of the ISAASC to identify research priorities related to social accountability and accreditation. The workshop was held during the International Congress on Academic Medicine (ICAM) on April 13, 2024, in Vancouver, British Columbia and used a modified nominal group technique. Four main priorities were identified, namely that there is a need to: 1) integrate various constituencies in accreditation research, 2) identify global drivers of social accountability standards, 3) measure impacts of socially accountable healthcare education, and 4) develop evaluation tools for accreditation activities.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"471-476"},"PeriodicalIF":1.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11955183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755202","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}