Advances in Medical Education and Practice最新文献

{"title":"Developing and Validating Entrustable Professional Activities (EPAs) for Rheumatology Fellowship Training Programs in Saudi Arabia: A Delphi Study","authors":"Laila A Alharbi, Mohamed Cheikh, Manal E Alotaibi, Amal A Alkhotani, Hussam M Alim, Fahd Almalki, Mohammed S Samannodi, Hadeel A Khadawardi, Ahmad A Imam, Yosra A Turkistani, Fozya B Bashal, Abdullah Tawakul, Adeeb A Bulkhi, Mohammad S Dairi, Rania Zaini, Hani M Almoallim","doi":"10.2147/amep.s481977","DOIUrl":"https://doi.org/10.2147/amep.s481977","url":null,"abstract":"<strong>Background:</strong> Entrustable professional activities (EPAs) define the core tasks that a graduating rheumatologist needs to perform independently in practice. The objective of this study was to develop and validate EPAs for rheumatology fellowship training programs in Saudi Arabia.<br/><strong>Methods:</strong> Experts met to develop an initial set of potential end-of-training EPAs by conducting a comprehensive literature review of EPAs and studying the Saudi rheumatology fellowship curriculum. Then, to validate the EPAs, we conducted two rounds of the modified Delphi technique among rheumatology experts in Saudi Arabia. A response rate of 80% was considered and the minimum number of experts needed to be 25 to 30. Descriptive statistics were utilized to describe participants’ demographic characteristics and group responses to each statement in all rounds. The experts were asked to rate the relevancy of each EPA using a 5-point Likert scale in both Delphi rounds.<br/><strong>Results:</strong> In the preliminary phase, four rheumatologists developed an initial set of 36 core EPAs for rheumatology training program in Saudi Arabia. For the two-rounds Delphi techniques, 32 experts were invited to complete the study. The response rate of the first and second round were, 78.12% (25) and 93.75% (30), respectively. The first-round Delphi resulted in a robust consensus on 31 EPAs for rheumatology training. Five EPAs were excluded, and one new EPA was proposed. In the subsequent round, all 32 EPAs achieved strong consensus. The eliminated EPAs likely fell short in one or more of the following areas: relevance to rheumatology practice in Saudi Arabia, overlapping with other EPAs, or practical challenges in the implementation.<br/><strong>Conclusion:</strong> We have developed and validated a core set of EPAs for rheumatology fellowship training programs in Saudi Arabia. Mapping and identifying milestones for these EPAs are essential steps to follow to enhance workplace curriculum development.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ Perception of Peer- Students Mentoring Program “Big Sibling Mentoring Program” to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia","authors":"Sarah A Alobaid, Mohammed Basem Beyari, Reem Bin Idris, Mohammed H Alhumud, Lamia A Alkuwaiz, Faisal Alsaif, Mansour Aljabry, Bandar Aljafen, Mona Soliman","doi":"10.2147/amep.s459942","DOIUrl":"https://doi.org/10.2147/amep.s459942","url":null,"abstract":"<strong>Background:</strong> The Big Sibling Program is an innovative peer student mentoring method that was designed and implemented by the students’ council in 2021 to complement the faculty mentoring program of first-year medical students in the College of Medicine, King Saud University, Saudi Arabia. The aim of the study was to evaluate the medical students’ perception of the peer students “Big Sibling” mentoring program and to assess the effectiveness of the program in terms of changes in the behavior and academic performance of the students.<br/><strong>Methods:</strong> This is a retrospective study that was conducted in 2021. A registration form that includes demographic data, personal information, and academic performance (GPA and extracurricular achievements) was sent to all second- and third-year medical students to select the Big Siblings. A total of 49 mentors “Big Siblings” were accepted (30 males, 19 females) and matched randomly with the little siblings from first-year medical students. A written consent was obtained from the participants. The survey was structured on a 5-point Likert scale, and composed of four sections of closed-ended questions, that includes: the demographic data, the students’ (little sibling) evaluation of the mentorship sessions, the little sibling perception of the Big Sibling Program and its effectiveness of the Big Sibling Program in terms of behavioral or quality effects.<br/><strong>Results:</strong> Out of 297 first-year medical students, 284 (95.62%) responded. The majority significantly agreed that the Big Sibling was readily available and they personally benefitted from the relationship (94.36%, p&lt; 0.001; 90.14%, p&lt; 0.001). They significantly disagreed that the relationship requires too much time (72.54%, p&lt; 0.001) or that they do not need a mentor (78.87%, p&lt; 0.001). Most significantly agreed that mentoring is a good idea (94.37%, p&lt; 0.001), the program helped reduce their stress (84.51%, p&lt; 0.001), helped them adjust to college (89.44%, p&lt; 0.001), and advance academically (78.52%, p&lt; 0.001). The program also encouraged their involvement in extracurricular activities (58.10%, p&lt; 0.0001), research (43.31%, p&lt; 0.001), and social engagement with peers (71.48%, p&lt; 0.001). Moreover, the majority thought the program significantly improved their self-confidence (73.94%, p&lt; 0.001), self-awareness (84.51%), accountability (54.51%), leadership (54.93%), resilience (71.13%), punctuality (69.01%, p&lt; 0.001), time management (75.70%), stress coping (77.82%), problem-solving (76.76%), and teamwork (75.35%).<br/><strong>Conclusion:</strong> Peer students’ big Siblings program has succeeded in reducing first-year medical students stress levels, improving their self-confidence, self-awareness, accountability and responsibility, leadership, resilience, punctuality and engaging them in research and extracurricular activities.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students’ Perspectives [Letter]","authors":"Mohammad Eisa Ali, Maleeha Pandit, Mohammad Motassam Ali","doi":"10.2147/amep.s491808","DOIUrl":"https://doi.org/10.2147/amep.s491808","url":null,"abstract":"Letter for the article Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students&rsquo; Perspectives","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development, Implementation, and Assessment of an Online Modular Telehealth Curriculum for Health Professions Students [Letter]","authors":"Mohammed Hasan Qureshi, Annabel Brewis, Sahana Gopalamurugan","doi":"10.2147/amep.s493597","DOIUrl":"https://doi.org/10.2147/amep.s493597","url":null,"abstract":"Letter for the article Development, Implementation, and Assessment of an Online Modular Telehealth Curriculum for Health Professions Students","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response to “Social Media Usage and Academic Performance Among Medical Students in Medina, Saudi Arabia” [Letter]","authors":"Ibrahim Belal, Sajjad Hassam, Ameer Mirza","doi":"10.2147/amep.s490022","DOIUrl":"https://doi.org/10.2147/amep.s490022","url":null,"abstract":"Letter for the article Social Media Usage and Academic Performance Among Medical Students in Medina, Saudi Arabia","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency of Nurses on Electrocardiogram Monitoring and Interpretation in Selected Hospitals of Al-Ahsa, Saudi Arabia","authors":"Sahbanathul Missiriya Jalal","doi":"10.2147/amep.s469116","DOIUrl":"https://doi.org/10.2147/amep.s469116","url":null,"abstract":"<strong>Purpose:</strong> The ability of healthcare nurses to monitor and interpret electrocardiograms (ECGs) is essential for the identification of heart-related abnormalities and rapid treatment initiation. Lack of expertise of nurses in this competency may cause confusion and complications. The aims of this study were to assess the competency levels of nurses in monitoring and interpreting ECGs and to associate the knowledge with the demographic variables.<br/><strong>Patients and Methods:</strong> A descriptive cross-sectional study design was used. A total of 156 nurses were selected from five hospitals located in Al-Ahsa, Saudi Arabia by computer generated simple randomization. A structured self-administered tool for knowledge and observational checklist for skills regarding ECG monitoring and interpretation was used. Tool validity and reliability were tested. Descriptive and inferential statistics, including the mean, standard deviation, and chi-square test, were applied. Statistical significance was set at p &lt; 0.05.<br/><strong>Results:</strong> Mean participant age was 32.59 ± 5.35 years, 30% of nurses had adequate knowledge, and the overall mean score was 17 ± 3.97. Seventy-two (46.2%) nurses correctly interpreted the ECG axis, and 76 (48.7%) could identify the Q-T interval on ECG strips. Significant associations of nurse knowledge level were detected with age (p &lt; 0.0208), education (p &lt; 0.0001), experience (p &lt; 0.0001), nationality (p &lt; 0.0002), and hospital type (p &lt; 0.0018).<br/><strong>Conclusion:</strong> Most nurses had a low level of expertise in interpreting ECGs, and it will be crucial for them to improve their competence. Adequate training on ECG interpretation will enhance the proficiency of nurses and help provide appropriate care and life-saving measures to patients in emergency situations.<br/><br/><strong>Keywords:</strong> cardiac diseases, competency, ECG interpretation, electrocardiogram, nurses<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-Admission Standardized Tests and the Relationship with Anesthesiologist Assistant Student Performance: A Retrospective Analysis","authors":"Katherine S Monroe, Lindsey Amerson, William Bundy, Yulanda Greene, Gregory Jarvis, Jennifer Stever, Gaurav P Patel","doi":"10.2147/amep.s480696","DOIUrl":"https://doi.org/10.2147/amep.s480696","url":null,"abstract":"<strong>Background:</strong> The Anesthesiologist Assistant (AA) profession is gaining popularity, and as such, the number of applicants and the number of AA programs are also increasing. There is no published data on what makes a good AA student – multiple studies exist in this regard for anesthesiology residents and medical students. The Medical College Admissions Test (MCAT) and the Graduate Record Examination (GRE) have shown to have some correlation with student success in other health professions. There is no data to suggest that they can indicate potential success or academic problems during AA school. As such, this study evaluated the impact of these standardized test scores and student success in both the preclinical and clinical curricula at the Emory AA program.<br/><strong>Methods:</strong> A retrospective analysis of MCAT scores and GRE scores was performed. 2-tailed Pearson coefficients were calculated to see if there was a relationship between higher MCAT and GRE scores and performance in our program.<br/><strong>Results:</strong> 2- tailed Pearson coefficients showed a moderately strong correlation between MCAT scores and our AA program’s science curriculum. There was a weak correlation as well between GRE scores here. The correlation dropped slightly for the MCAT and performance during our clinical curriculum, and a similar drop was noted for the GRE.<br/><strong>Discussion:</strong> Our study shows that the MCAT appears to more strongly correlated with better performance in both the science curriculum of our program and also with our clinical program. The study likely implies that the MCAT appears to be a better gauge as to how a student will do in an AA program in comparison to the GRE. Further studies are needed to understand how to appropriately admit students who will successfully complete the rigorous AA program curriculum both at Emory and beyond.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Needs Assessment for a Leadership Course in Saudi Medical Schools: The Student Perspective.","authors":"Mohammed Alblihed, Haitham Alzghaibi","doi":"10.2147/AMEP.S457187","DOIUrl":"https://doi.org/10.2147/AMEP.S457187","url":null,"abstract":"<p><strong>Introduction: </strong>Leaders in healthcare no longer need to hold formal management positions; instead, leadership is perceived to be the responsibility of all healthcare professionals. Despite changes in curricula and teaching design, however, this review of the content taught in medical colleges in Saudi Arabia reveals a lack of leadership and a failure to equip young graduates to compete on the global stage. Medical students need leadership skills for patient care, cooperation, and navigating the complex healthcare system. Clinical management skills in hospitals require these talents also. The complexity of healthcare and the impact healthcare executives have on people's lives highlight the importance of these skills. Thus, healthcare practitioners must develop non-technical skills like proactivity, motivation, and change management to lead across professional boundaries and negotiate the increasingly complex healthcare landscape.</p><p><strong>Methods: </strong>This cross-sectional study combines a quantitative approach with a self-administered questionnaire-based survey. The sampling procedure is a non-probability convenience technique, adapted for 700 male and female undergraduate medical students from four medical colleges.</p><p><strong>Results: </strong>Of the students, 75.46% had minimal leadership experience and 22.69% had some leadership experience; 3.02% of 464 students considered themselves highly experienced in leadership.</p><p><strong>Conclusion: </strong>As the needs assessment and other relevant factors show, leadership should be introduced as a skilled subject. There will always be a growing demand for competent medical graduates, who are capable of becoming future leaders. Although elementary leadership concepts remain fundamentally the same, curricular development must focus on the needs of society and stakeholders.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11380845/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156353","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":"Key Learnings and Perspectives of a Newly Implemented Sex-and Gender-Based Medicine Modular Course Integrated into the First-Year Medical School Curriculum: A Mixed-Method Survey [Letter].","authors":"Mohammad Eisa Ali, Maleeha Pandit, Mohammad Motassam Ali","doi":"10.2147/AMEP.S487726","DOIUrl":"10.2147/AMEP.S487726","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11370761/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126959","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":"Knowledge of Antibiotic Use and Resistance Among Medical Students in Saudi Arabia [Response to Letter].","authors":"Houriah Y Nukaly, Raghad A Aljuhani, Mahinar M Alhartani, Yosra Z Alhindi, Uzma Asif, Asim M Alshanberi, Safaa M Alsanosi","doi":"10.2147/AMEP.S492149","DOIUrl":"https://doi.org/10.2147/AMEP.S492149","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11370773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126960","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}