Advances in Medical Education and Practice最新文献

{"title":"Flipped Classroom Based on Outcomes-Based Education Improves Student Engagement and Clinical Analysis Competence in Undergraduates Ophthalmology Clerkship.","authors":"Qing Liu, Xiao-Jiao Tang, Xin-Ke Chen, Lin Chen","doi":"10.2147/AMEP.S464898","DOIUrl":"10.2147/AMEP.S464898","url":null,"abstract":"<p><strong>Objective: </strong>To investigate the effectiveness of flipped classrooms (FC) based on outcomes-based education (OBE) on clinical ophthalmology clerkships.</p><p><strong>Methods: </strong>Ninety-nine undergraduates were non-randomly assigned to the FC based on the OBE (FC-OBE) group or traditional lecture (TL) group in the ophthalmology clerkship. Pre- and post-tests were performed to assess student learning outcomes. Anonymous questionnaires were collected to compare students' attitudes and classroom engagements between the two groups.</p><p><strong>Results: </strong>More participants agreed FC-OBE was helpful in developing teamwork ability and knowing the work standard. Teaching staff in the FC-OBE classroom received higher evaluations. More participants in the FC-OBE group had higher classroom engagement in skills and emotions than in the TL group. The post-class test scores, mainly case analysis scores were higher in the FC-OBE group than in the TL group.</p><p><strong>Conclusion: </strong>FC-OBE classroom improves student engagement and clinical analysis competence in undergraduate ophthalmology clerkship.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"599-607"},"PeriodicalIF":1.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11212817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471562","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 Value of Board Recertification Among Physicians.","authors":"Katya Peri, Mark J Eisenberg","doi":"10.2147/AMEP.S464360","DOIUrl":"10.2147/AMEP.S464360","url":null,"abstract":"<p><p>An ongoing challenge among healthcare certifying organizations is identifying an effective manner of evaluating a physician's competency. The medical field is constantly changing, with new technology, research and pharmacology available, and physicians must be kept up to date in order to properly care for their patients. Maintenance of certification and specifically, recertification exams, are used to verify that a high standard of care is consistently met across all medical specialties. However, different countries have different structures in place to ensure physicians are kept abreast of the latest medical knowledge. For instance, American physicians must recertify themselves every ten years by passing a standardized exam to maintain their credentials. In comparison, Canadian physicians are not required to pass a formal examination. This contrast puts into question the value of the recertification exam in medical professional development programs. We outline the rectification situation in both Canada and the US and recommend MOC programs similar to Canada's, which does not require a recertification examination.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"595-598"},"PeriodicalIF":1.8,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11199162/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141461557","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":"Cultural Competence in Ophthalmic Dispensing Education: A Qualitative Study.","authors":"Sanele Buthelezi, Berna Gerber","doi":"10.2147/AMEP.S438707","DOIUrl":"10.2147/AMEP.S438707","url":null,"abstract":"<p><strong>Purpose: </strong>Understanding and acknowledging cultural diversity in healthcare is essential in providing culturally competent care. Higher education institutions are critical to providing students with the necessary knowledge, attitudes, and skills to respond to cultural diversity in various contexts. Cultural competence teaching in ophthalmic dispensing education has emerged as an essential concept that needs to be included in the curriculum. This study explored ophthalmic dispensing lecturers' understandings, experiences, and attitudes in teaching cultural competence.</p><p><strong>Methods: </strong>This study used a qualitative approach within an interpretivist paradigm by conducting semi-structured interviews with lecturers (n = 7) in the ophthalmic dispensing program. Braun and Clarke's framework for thematic analysis was utilized. The research was conducted at an ophthalmic dispensing department at a South African university.</p><p><strong>Results: </strong>The analysis of the semi-structured interviews indicated three main themes of importance regarding factors influencing cultural competence education in the ophthalmic dispensing curriculum: the interplay between experiences and understandings of cultural competence, cross-cultural exposure and teaching practices, and inclusion of cultural competence into the curriculum. The participants recognized that cultural competence was not explicitly included in the curriculum. Including culture in education was rather unsystematic and, in most cases, unplanned.</p><p><strong>Conclusion: </strong>Further training of lecturers on cultural competence skills and evidence-based teaching and assessment strategies are required to assist in developing curricula that include cultural competence.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"585-594"},"PeriodicalIF":1.8,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11195680/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447320","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 Cultural Humility into Medical Education Using a Structured and Interactive Workshop.","authors":"Dotun Ogunyemi, Birpartap S Thind, Amir Teixeira, Clarence M Sams, Matthias Ojo, Grace Anne E Dinkins, Dragos Serseni","doi":"10.2147/AMEP.S460970","DOIUrl":"10.2147/AMEP.S460970","url":null,"abstract":"<p><strong>Background: </strong>Cultural humility is a lifelong commitment to self-evaluation, redressing power imbalances in patient-physician relationships and developing mutually trusting beneficial partnerships.</p><p><strong>Objective: </strong>The objective of this study was to determine the feasibility and efficacy of cultural humility training.</p><p><strong>Methods: </strong>From July 2020-March 2021, 90-minute educational workshops attended by 133 medical students, resident physicians and medical education faculty included 1) pre- and post- intervention surveys; 2) interactive presentation on equity and cultural humility principles; 3) participants explored sociocultural identities and power; and 4) reflective group discussions.</p><p><strong>Results: </strong>There were significant increases from pre to post intervention assessments for perception scores (3.89 [SEM= 0.04] versus 4.22 [0.08], p<0.001) and knowledge scores (0.52 [0.02] versus 0.67 [0.02], p<0.001). Commonest identities participants recognized as changing over time were personality = 40%, appearance = 36%, and age =35%. Commonest identities experienced as oppressed/subjugated were race/ethnicity = 54%, gender = 40% and religion = 28%; whilst commonest identities experienced as privileged were gender= 49%, race/ethnicity = 42% and appearance= 25%. Male participants assigned mean power score of 73% to gender identity compared to mean power score of -8% by female participants (P<0.001). Non-Hispanic Whites had mean power score for race identity of 62% compared to 13% for non-white participants (p<0.001). English as a second language was only acknowledged as an oppressed/subjugated identity by those born outside the United States (p<0.001).</p><p><strong>Conclusion: </strong>An interactive educational workshop can increase participants' knowledge and perceptions regarding cultural humility. Participants can self-reflect to recognize sociocultural identities that are oppressed/subjugated or privileged.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"575-583"},"PeriodicalIF":1.8,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11193470/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141443558","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":"Conceptualisation and Implementation of a Competency-based Multidisciplinary Course for Medical Students in Neurosurgery.","authors":"Thomas Picht, Anna L Roethe, Katharina Kersting, Milena Burzlaff, Maxime Le Calvé, Robert Schenk, Denny Chakkalakal, Peter Vajkoczy, Kirsten Ostherr","doi":"10.2147/AMEP.S443981","DOIUrl":"10.2147/AMEP.S443981","url":null,"abstract":"<p><p>The field of medicine is quickly evolving and becoming increasingly more multidisciplinary and technologically demanding. Medical education, however, does not yet adequately reflect these developments and new challenges, which calls for a reform in the way aspiring medical professionals are taught and prepared for the workplace. The present article presents an attempt to address this shortcoming in the form of a newly conceptualized course for medical students with a focus on the current demands and trends in modern neurosurgery. Competency-based education is introduced as a conceptual framework comprising academic and operational competence as well as life-world becoming. This framework provides a sound educational foundation for future medical professionals, equipping them with the knowledge as well as skills needed to successfully navigate the medical field in the current day and age. Three competencies are identified that are central to day-to-day medical practice, namely digitalization, multidisciplinarity, and the impact of recent developments on the changing patient-practitioner relationship. These competencies are relevant for all medical disciplines, but are demonstrated here in a neurosurgical context and visualized using a real patient's case study. Students follow this sample patient's way through each step of the neurosurgical workflow, from planning to performing the procedure, and can see for themselves the importance and application of the aforementioned competencies based on this real-world example. Courses such as the one presented here may prepare medical students more adequately for their future work by combining theoretical and practical skills and critical reflection, thereby providing holistic and practical insights as well as a conceptual framework for their future careers.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"565-573"},"PeriodicalIF":1.8,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11176525/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141332268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing Formative Assessment in Human Anatomy Practical Sessions: Medical Students' Perception and Effect on Final Exam Performance.","authors":"Hani Salem Atwa, Bhagath Kumar Potu, Raouf Abdelrahman Fadel, Abdelhalim Salem Deifalla, Ayesha Fatima, Manal Ahmed Othman, Nasir Abdul Latif Sarwani, Wael Amin Nasr El-Din","doi":"10.2147/AMEP.S465384","DOIUrl":"10.2147/AMEP.S465384","url":null,"abstract":"<p><strong>Background: </strong>Formative assessment with feedback is part of the assessment program in medical education to improve students' learning. Limited research has focused on its application and impact on practical anatomy education.</p><p><strong>Methods: </strong>This study aimed to examine medical students' perceptions of formative assessment in practical anatomy sessions of body systems-based educational units and explore its influence on final practical exam performance. A descriptive, cross-sectional study was conducted. Data was collected from 173 Year 2 medical students through a survey that addressed their perception of process and importance of formative assessment and feedback. The survey employed a 5-point Likert scale. Two open-ended questions were appended at the end of the survey. Students' performance in Unit 3 (where formative assessment was conducted) was compared to their performance in Unit 2 (where no formative assessment was conducted) and with the performance of the previous academic year's students in Unit 3 (where no formative assessment was conducted). Descriptive statistics were used. The level of statistical significance was set at p-value < 0.05. Responses to open-ended questions (qualitative data) were counted, categorized as themes, and presented as frequencies and percentages.</p><p><strong>Results: </strong>The survey showed high internal consistency, and its validity was established through exploratory factor analysis. Results showed that the mean mark for the unit with formative assessment and feedback was significantly higher than for the units without formative assessment and feedback. Students showed positive perception of formative assessment and feedback conducted after practical anatomy sessions. They reported useful insights regarding the benefits they gained from formative assessment and feedback as well as constructive suggestions for future improvements.</p><p><strong>Conclusion: </strong>The study indicates that students positively perceived formative assessment and feedback sessions after practical anatomy sessions. Findings also refer to a positive effect of formative assessment on students' performance in summative practical assessment in anatomy.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"551-563"},"PeriodicalIF":2.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11178080/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141332269","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":"Continuing Professional Development Program in Health Facilities in Rwanda: A Qualitative Study on the Perceptions of Health Professionals.","authors":"Emmanuel Munyaneza, Belson Rugwizangoga, Emmanuel Rusingiza, Jean Berchmans Niyibizi, Simon Rutayisire Kanyandekwe, Jean Claude Byiringiro, Florence Masaisa","doi":"10.2147/AMEP.S456190","DOIUrl":"10.2147/AMEP.S456190","url":null,"abstract":"<p><strong>Background: </strong>Continuous professional development (CPD) is an important pillar in healthcare service delivery. Health professionals at all levels and disciplines must continuously update their knowledge and skills to cope with increasing professional demands in the context of a continuously changing spectrum of diseases. This study aimed to assess the CPD programs available in healthcare facilities (HFs) in Rwanda.</p><p><strong>Methodology: </strong>Semi-structured interviews were conducted using purposive sampling. Accordingly, the respondents belonged to different categories of health professionals, namely nurses, midwives, laboratory technicians, pharmacists, general practitioners, and specialist doctors. Thirty-five participants from district, provincial, and national referral hospitals were interviewed between September and October 2020. A thematic analysis was conducted using Atlas ti.7.5.18, and the main findings for each theme were reported as a narrative summary.</p><p><strong>Results: </strong>The CPD program was reported to be available, but not for all HPs and HFs, because of either limited access to online CPD programs or limited HF leaders. Where available, CPD programs have sometimes been reported to be irrelevant to health professionals and patients' needs. Furthermore, the planning and implementation of current CPD programs seldom involves beneficiaries. Some HFs do not integrate CPD programs into their daily activities, and current CPD programs do not accommodate mentorship programs. The ideal CPD program should be designed around HPs and service needs and delivered through a user-friendly platform. The motivators for HPs to engage in CPD activities include learning new things that help them improve their healthcare services and license renewal.</p><p><strong>Conclusion: </strong>This study provides an overview of the status and perceptions of the CPD program in HFs in Rwanda and provides HPs' insights on the improvements in designing a standardized and harmonized CPD program in Rwanda.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"527-542"},"PeriodicalIF":2.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11164211/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141301864","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 the COVID-19 Pandemic on Paediatrics Training in a Regional Victorian Hospital","authors":"Priya Darshani Chhiba, Sheikh Arif Maqbool Kozgar","doi":"10.2147/amep.s451032","DOIUrl":"https://doi.org/10.2147/amep.s451032","url":null,"abstract":"<strong>Aim:</strong> To evaluate the impact of COVID-19 on the clinical training of paediatric trainees during the pandemic at a regional hospital in Victoria, Australia.<br/><strong>Methods:</strong> In response to a survey and feedback from paediatric trainees, a retrospective analysis was conducted to investigate the effects of the COVID-19 pandemic on medical staff attendance at onsite training in the Department of Paediatrics at a regional hospital in Victoria. The study spanned from January 2019 to December 2021. Variables collected included the number of participants attending the paediatric clinical and education meetings. A comparative analysis of attendance during the pre-COVID-19 year (2019) and the COVID-19 years (2020– 2021) was conducted.<br/><strong>Results:</strong> The total number of meetings held was 292 in 2019, which declined to 184 in 2020 and further declined to 171 in 2021, with a minimal increase in existing virtual meetings. The total attendance in paediatric clinical meetings dropped from 2190 attendees in 2019 to 1332 in 2020, and further declined to 1230 in 2021. Paediatric registrar attendance was 477 in 2019, which decreased by 29.35% to 330 in 2020 and further decreased by 38.57% to 293 in 2021. Paediatric hospital medical officer attendance showed the worst trend among paediatric trainees, with 445 attending clinical meetings in 2019 and decreasing by 50.78% to 219 in 2020 and a 52.58% decrease to 211 in 2021.<br/><strong>Conclusion:</strong> The sudden outbreak of COVID-19 led to significant disruptions in medical education globally. This study showed a noticeable reduction in paediatric departmental clinical meetings and teaching sessions during the pandemic, as well as a significant decline in attendance by paediatric trainees and medical students. These findings confirm the experiences of paediatric trainees, who reported losing valuable teaching opportunities due to the pandemic and a demand for attention.<br/><br/><strong>Keywords:</strong> COVID-19, coronavirus, SARS-CoV2 disease, GR, grand round<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"14 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141255702","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":"Knowledge of Antibiotic Use and Resistance Among Medical Students in Saudi Arabia","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.s462490","DOIUrl":"https://doi.org/10.2147/amep.s462490","url":null,"abstract":"<strong>Introduction:</strong> The World Health Organization (WHO) has placed great importance on providing thorough, hands-on training to medical students regarding responsible and appropriate antibiotic prescription. Accordingly, this study aims to gain a better perspective on the knowledge of antibiotic use and resistance among medical students in Jeddah, Saudi Arabia.<br/><strong>Methods:</strong> A questionnaire-based cross-sectional study was conducted among medical students in Jeddah, Saudi Arabia, from 1 September to 30 November 2023. The categorical variables are presented as frequencies and percentages. Mann–Whitney and Kruskal–Wallis tests were used to compare the outcomes, and generalised linear regression models were constructed to predict the students’ knowledge of antibiotics and antibiotic resistance. A p-value of &lt; 0.05 was taken to indicate statistical significance.<br/><strong>Results:</strong> The study included a total of 353 medical students. First-year medical students represented 28.60% of the participants, while females represented 76.80%. Most participants (92.40%) agreed that antibiotics are effective against bacteria, whereas only 25.20% agreed about antibiotics’ effectiveness against viruses. More than half of the participants (53.80%) believed that bacterial infections can be resolved without antibiotics. A significant majority (78.20%) agreed that the unnecessary use of antibiotics makes them less effective. More than half of the participants (56.90%) acknowledged that infections caused by resistant bacteria are increasing in Saudi Arabia, and two-thirds (75.10%) believed that healthcare workers could effectively reduce antibiotic resistance in Saudi Arabia. Male students had low knowledge about antibiotics [Beta = − 1.429, 95% CI (− 2.618, − 0.241), P value = 0.019].<br/><strong>Conclusion:</strong> Improving the curriculum by incorporating topics like resistance mechanisms and responsible antibiotic usage can address the knowledge gap among male students. This comprehensive training, utilizing various educational methods, is essential for fostering responsible antibiotic practices among future healthcare professionals.<br/><br/><strong>Keywords:</strong> antibiotic use, antibiotic resistance, medical students, Saudi Arabia<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"23 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194185","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":"Practicing Peer Physical Examination by Medical and Allied Health Professions Students: Why the Hesitation and Where are We Now? A Narrative Literature Review","authors":"Noor Al-Chalabi","doi":"10.2147/amep.s462588","DOIUrl":"https://doi.org/10.2147/amep.s462588","url":null,"abstract":"<strong>Objective:</strong> This narrative review aimed to examine the common existing factors that can influence medical students’ attitudes and acceptability of peer physical examination, the presence of any variations of such attitudes over the time period included in the review, and provide measures to improve the acceptability of this practice, and directs attention to future research.<br/><strong>Methods:</strong> This study utilized a systematic and comprehensive search technique to find relevant publications based on pre-defined eligibility criteria. Electronic searches were conducted using two search engines, PubMed and Google Scholar, with an additional manual search on Medical Teacher Journal. In addition, a critical evaluation tool was applied to critically assess each article.<br/><strong>Results:</strong> Evidence indicated that gender is consistently reported as the most influential factor affecting the acceptance of peer physical examination among healthcare professionals, independent of the presence of other factors. Essentially, conservative cultures, religion, and particular ethnicities are still exerting their impacts on the participant’s willingness to participate in this activity. In addition, the current study found no significant variations in accepting this practice by the students over the reviewed period of time.<br/><strong>Conclusion:</strong> According to the evidence provided by this review, a number of possible recommendations should be considered to boost and optimize the applicability of PPE. These include starting with non-sensitive areas, using single-gender pairing, and considering cultural and religious beliefs. Finally, there is a pressing need for future research, including multi-centric studies with larger and more diverse samples.<br/><br/><strong>Keywords:</strong> peer physical examination, medical students, attitude, willingness, acceptance<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"57 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194183","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}