Advances in Medical Education and Practice最新文献

{"title":"Benefits and Drawbacks of International Medical Elective Databases in Abroad Elective Research: A Narrative Review.","authors":"Maximilian Andreas Storz, Rintaro Imafuku","doi":"10.2147/AMEP.S487142","DOIUrl":"https://doi.org/10.2147/AMEP.S487142","url":null,"abstract":"<p><strong>Background: </strong>International medical electives (IMEs) are considered high-impact practice in global health education. Nevertheless, international medical elective (IME) research remains scarce, with only a few new publications appearing each year. The discrepancy between the many unanswered questions regarding IMEs and the lack of opportunities to perform research in this field has been further aggravated by the COVID-19 pandemic. Elective databases cataloguing structured IME reports/testimonies could offer a viable solution here. This narrative review provides a balanced and objective evaluation of the strengths and weaknesses of elective databases, summarizing their potential usefulness in IME research.</p><p><strong>Methods: </strong>The methodology employed was a multidisciplinary narrative review of the published and grey literature on databases cataloguing IME testimonies.</p><p><strong>Results: </strong>Elective databases offer numerous benefits to the IME researcher. Their size allows for large analyses, built on hundreds of equally structured elective testimonies. Pre-defined outcomes, such as the elective destination, elective discipline or duration, are queried in a standardized way, allowing for a broad set of research questions. Elective databases are usually open-access, not confined to a single university, and free to use. Most databases also offer user-friendly filter functions, permitting targeted analyses centered around a particular outcome. A major drawback is that reports are rarely verified. Subject to several forms of bias (eg, recall and reporting bias), elective databases may not be suitable for all types of research questions, and the report quality is often inhomogeneous. Above all, they rarely allow for an informational depth that may result from qualitative face-to-face interviews.</p><p><strong>Conclusion: </strong>Elective databases could be a valuable supplement to interview-based elective research, potentially allowing for larger and broader analyses not confined to single institutions.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"971-979"},"PeriodicalIF":1.8,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11476286/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Student Preferences on Examination Scheduling at a US Allopathic Medical School - Survey Study.","authors":"Avery Funkhouser, Anna V Blenda","doi":"10.2147/AMEP.S459701","DOIUrl":"https://doi.org/10.2147/AMEP.S459701","url":null,"abstract":"<p><strong>Introduction: </strong>This study at the University of South Carolina School of Medicine Greenville examines medical students' preferences and concerns regarding exam scheduling, focusing on the schedule's impact on student academic performance and well-being.</p><p><strong>Methods: </strong>A cross-sectional survey was administered to second, third, and fourth year medical students, receiving a 53% response rate. The survey, consisting of 11 multiple-choice questions and one open-ended question, assessed preferences for exam days, weeks, sequence of different types of exams, and the timing of schedule releases.</p><p><strong>Results: </strong>Evaluation using descriptive statistics and thematic analysis revealed a strong preference for scheduling Biomedical Science (BMS) exams on Fridays, avoiding weeks with holidays, and separating BMS exams from Integrated Practice of Medicine (IPM) assessments. Students reported that concurrent IPM content delivery during BMS exam weeks negatively impacted their academic performance. Additionally, there was a significant demand for early release of exam schedules to better manage work-life balance.</p><p><strong>Discussion: </strong>These findings highlight the critical role of exam scheduling in influencing medical students' academic success and overall well-being, suggesting the need for early communication of schedules and equitable assessment planning.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"945-955"},"PeriodicalIF":1.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11472763/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477601","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":"Fostering TBL Success at Alfaisal University: A Complex Adaptive Systems Approach.","authors":"Sadia Qazi, Muhammad Atif Mazhar, Abdul Ahad Shaikh, Abdul Jabar Rasool, Kanza Atif, Akef Obeidat","doi":"10.2147/AMEP.S477502","DOIUrl":"https://doi.org/10.2147/AMEP.S477502","url":null,"abstract":"<p><p>This study explores the implementation of Team-Based Learning (TBL) at Alfaisal University's College of Medicine through the lens of Complex Adaptive Systems (CAS) theory. The research question investigates how the application of CAS principles can enhance the implementation and effectiveness of TBL in medical education. The study employed a convergent parallel mixed methods longitudinal design, integrating quantitative performance metrics and qualitative themes. Quantitative analysis revealed modest improvements in individual and team-based learning scores, with a promising trend of students moving from the lower to the higher quartiles over time. Qualitative insights aligned with CAS principles, highlighting the adaptive implementation, emergent outcomes, self-organization, positive feedback loops, and depth of learning facilitated by TBL. The findings demonstrate the value of a CAS-informed approach in navigating the complexities of educational change and fostering a more resilient and adaptive educational model. The study contributes to the understanding of how CAS theory can guide the successful implementation of innovative pedagogies like TBL in medical education.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"935-944"},"PeriodicalIF":1.8,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11470205/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477599","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":"Dual Coaching of Medical Clerkship Students' History Taking Skills by Volunteer Inpatients at the Bedside and Faculty Physicians on Zoom During the COVID-19 Pandemic.","authors":"Kush S Patel, Ronald J Anderson, Carolyn B Becker, William C Taylor, Anne F Liu, Anubodh S Varshney, Nadaa B Ali, Barbara J Nath, Stephen R Pelletier, Helen M Shields, Nora Y Osman","doi":"10.2147/AMEP.S472324","DOIUrl":"https://doi.org/10.2147/AMEP.S472324","url":null,"abstract":"<p><strong>Purpose: </strong>Coaching is a well-described means of providing real-time, actionable feedback to learners. We aimed to determine whether dual coaching from faculty physicians and real inpatients led to an improvement in history-taking skills of clerkship medical students.</p><p><strong>Patients and methods: </strong>Expert faculty physicians (on Zoom) directly observed 13 clerkship medical students as they obtained a history from 26 real, hospitalized inpatients (in person), after which students received immediate feedback from both the physician and the patient. De-identified audio-video recordings of all interviews were scored by independent judges using a previously validated clinical rating tool to assess for improvement in history-taking skills between the two interviews. Finally, all participants completed a survey with Likert scale questions and free-text prompts.</p><p><strong>Results: </strong>Students' history-taking skills - specifically in the domains of communication, medical knowledge and professional conduct - on the validated rating tool, as evaluated by the independent judges, did not significantly improve between their first and second patient interviews. However, students rated the dual coaching as overwhelmingly positive (average score of 1.43, with 1 being Excellent and 5 being Poor), with many appreciating the specificity and timeliness of the feedback. Patients also rated the experience very highly (average score of 1.23, with 1 being Excellent and 5 being Poor), noting that they gained new insights into medical training.</p><p><strong>Conclusion: </strong>Students value receiving immediate and specific feedback and real patients enjoy participating in the feedback process. Dual physician-patient coaching is a unique way to incorporate more direct observation into undergraduate medical education curricula.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"923-933"},"PeriodicalIF":1.8,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11460274/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394219","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 [Response To Letter].","authors":"Nicola Luigi Bragazzi, Hicham Khabbache, Khalid Ouazizi, Driss Ait Ali, Hanane El Ghouat, Laila El Alami, Hisham Atwan, Ruba Tuma, Nomy Dickman, Raymond Farah, Rola Khamisy-Farah","doi":"10.2147/AMEP.S493686","DOIUrl":"10.2147/AMEP.S493686","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"921-922"},"PeriodicalIF":1.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11456275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382008","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":"First Aid Training for Non-Medical Professionals: The Need for Comprehensive Assessments [Letter].","authors":"Vinesh Sivaneswaran, Supanki Julie Veliah","doi":"10.2147/AMEP.S494195","DOIUrl":"10.2147/AMEP.S494195","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"907-908"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11453127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382007","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 Picture Paints a Thousand Words: Perspectives of the Use of Images and Videos of Physical Findings in Virtual OSCE Teaching Sessions.","authors":"Yew Ern Au, Cheuk Ying Li, Nishaanth Dalavaye, Aarij Elahi, Rohan Vyas, Ravanth Baskaran, Stephen Mark Rutherford","doi":"10.2147/AMEP.S463374","DOIUrl":"10.2147/AMEP.S463374","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic has resulted in medical students' education being disrupted and a new direction of learning towards the online classroom, with students frequently learning to identify clinical signs via online conferencing platforms. Given this shift in student study techniques in the pandemic and post-pandemic era, we set out to analyse the confidence levels of students recognizing clinical signs in patients and the opinions and patterns of resources students would use to build up the knowledge and confidence for their future clinical practice.</p><p><strong>Methods: </strong>OSCEazy, a student-led medical education organisation, delivered an online teaching session and disseminated a questionnaire containing ten-point Likert scales, multiple-choice questions and free text options.</p><p><strong>Results: </strong>The majority (over 75%) of respondents reported using digital resources to learn physical examinations. Most respondents were somewhat confident with recognising clinical signs during physical examinations (Median 7, IQR 6-8). Kruskal-Wallis <i>H</i>-test on students' impression of the quality of current OSCE materials showed a statistically significant difference between cohorts (X²(2) = 14.209, p = 0.014). A large proportion of students (98.41%) agreed that an online resources bank would be beneficial for their learning. Wilcoxon rank test showed a statistically significant preference for learning physical examinations using clinical images rather than videos (p = 0.014). A 29% of respondents mentioned the use of physical textbooks as a resource, while online platforms such as OSCE revision websites, YouTube and Google Images had become the mainstream platforms.</p><p><strong>Conclusion: </strong>The findings reported here suggest that there needs to be a greater emphasis on providing online image-based resources to support medical students in learning clinical signs. A resource containing these clinical signs would prove to be of benefit for students to access high-quality self-directed learning to identify and verify clinical signs.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"909-920"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11453138/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382006","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 Proposal of a Student Run Clinic Medical School Elective to Improve Adherence to Postoperative Follow-Up.","authors":"Patrick Adly-Gendi, Elizabeth Koltz, Dena Arumugam","doi":"10.2147/AMEP.S458921","DOIUrl":"10.2147/AMEP.S458921","url":null,"abstract":"<p><p>Patient nonadherence to healthcare follow-up appointments is an ever-growing problem leading to worsened health outcomes and increased morbidity and mortality. Social factors, namely lack of transportation, are commonly implicated as a cause for the lack of following up. Medical students make up a significant portion of the healthcare team but are mostly viewed as passive learners on clinical rotations and do not receive many active opportunities to engage in direct clinical care. Here, an elective for 4^th year medical students where students operate a clinic and work alongside residents to hold virtual surgical follow-up appointments to assess for complications and monitor healing is proposed. This could potentially bypass many of the social barriers that patients face while giving students a more direct role in patient care and a focused educational experience while reducing stress on the physical healthcare clinic system.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"903-906"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446191/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366935","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 Learning in Medical Biochemistry by Teaching Based on VARK Learning Style for Medical Students.","authors":"Dutsadee Chinnapun, Udomsak Narkkul","doi":"10.2147/AMEP.S472532","DOIUrl":"10.2147/AMEP.S472532","url":null,"abstract":"<p><strong>Purpose: </strong>Learners, including medical students, naturally have different learning style preferences. Teachers need to use a variety of teaching materials to help learners understand the content. However, previous studies have not reported the effects of learning in medical biochemistry by teaching based on the VARK learning style. This study aims to investigate the learning style preferences, the effects of learning in medical biochemistry by teaching based on the VARK learning style, and the relationship between type and number of VARK learning styles and medical biochemistry achievement in medical students.</p><p><strong>Methods: </strong>We investigated a total of 92 first-year medical students at Walailak University. The VARK questionnaire was used to identify the learning style preference of medical students. All students took a pretest before beginning each online lecture. After completing each lecture, all students received additional teaching materials according to their learning style to use in reviewing the lessons. All students took a posttest for each lecture after reviewing the lesson.</p><p><strong>Results: </strong>The results showed that the medical students preferred a multimodal learning style (70.65%) more than a unimodal learning style (29.35%). The medical students preferred four learning styles (VARK) more than two and three learning styles. All learning styles had a mean difference score (posttest score minus pretest score) above 27.00 (33.75%). There were no significant differences in mean difference scores among the different learning styles. In addition, there were no significant differences in mean difference scores between the single style preference, two style preferences, three style preferences, and four style preferences.</p><p><strong>Conclusion: </strong>Teaching based on the VARK learning style could enhance medical students' learning in medical biochemistry. The difference in learning style and the difference in the number of learning styles (single, two, three, and four style preferences) were not significantly related to medical students' learning achievement in medical biochemistry.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"895-902"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446201/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366937","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":"Development, Implementation, and Assessment of an Online Modular Telehealth Curriculum for Health Professions Students [Response To Letter].","authors":"Daniel A Ostrovsky, Mitchell T Heflin, Margaret T Bowers, Nicholas M Hudak, Erin R Leiman, Tracy Truong, Kathleen Waite","doi":"10.2147/AMEP.S495927","DOIUrl":"https://doi.org/10.2147/AMEP.S495927","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"893-894"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446205/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366936","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}