Advances in Medical Education and Practice最新文献

{"title":"Self-Prescribed Beta-Blocker Use and Health Implications Among Undergraduate Medical Students at Umm Al-Qura University.","authors":"Khalid Abdulrahman Basamih, Asayil Yousef Almarjan, Faeqah Raja Allah Alharbi, Khalid Fawzi Salaemae, Sarah Naif Badahdah, Zuhaa Shihab Jaha, Anmar Jamil Mandourah","doi":"10.2147/AMEP.S485866","DOIUrl":"https://doi.org/10.2147/AMEP.S485866","url":null,"abstract":"<p><strong>Background: </strong>High levels of stress and anxiety are prevalent among medical students worldwide, often leading to the use of beta blockers to alleviate these symptoms. However, self-prescribing these drugs poses considerable health risks, raising concerns about the widespread, unregulated use of such medications in medical student populations.</p><p><strong>Objective: </strong>This study aimed to assess the prevalence, patterns, and perceptions of self-prescribed beta blocker use among medical students at Umm Al-Qura University (UQU), Saudi Arabia, focusing on understanding the influences behind this behavior.</p><p><strong>Methods: </strong>A cross-sectional online survey was conducted among UQU medical students, including males and females from their second to sixth year and those in internships. Students who did not complete the survey or used prescribed beta blockers were excluded, a Raosoft sample size calculator was used to determine the minimum sample size for this study. Data were collected on demographics, usage patterns, reasons for use, and associated perceptions. Statistical analysis was performed using IBM SPSS Version 22 to identify factors associated with beta blocker use.</p><p><strong>Results: </strong>Out of 809 participants, 42 (5.2%) reported using beta blockers, mainly for anxiety relief and performance enhancement. The majority (69.0%) self-prescribed the medication, with 76.2% using it on an \"as-needed\" basis. While 81% of participants were aware of potential side effects, 31% experienced them. Peer influence played a significant role, with 61.9% of users receiving recommendations from friends or classmates.</p><p><strong>Conclusion: </strong>This study identified a notable incidence of self-prescribed beta blocker use among medical students at UQU. The findings highlight the need for educational programs to encourage responsible medication practices. Future research should focus on the broader social dynamics influencing this behavior and the development of targeted interventions to mitigate the risks associated with self-prescription.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"545-555"},"PeriodicalIF":1.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11980921/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144034707","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":"Faculty Tenure in US Academic Medical Institutions: A Critical Review of Controversy and Debate.","authors":"Anish Bhardwaj","doi":"10.2147/AMEP.S508439","DOIUrl":"https://doi.org/10.2147/AMEP.S508439","url":null,"abstract":"<p><p>For over a century, tenure has been a foundational tenet in American academic institutions, being synonymous with the concept of academic freedom. This concept has been extrapolated to US Academic Medical Institutions (AMIs) in multiple domains including teaching and research, sharing opinions as private citizens and on matters of institutional governance as well as providing clinicians, educators, scientists, and scholars opportunities for secure employment. In recent decades, however, there has been a steady erosion of the tenure system in US AMIs, and constituents suggest that this archaic construct would benefit from reform or even its complete abolition. The present treatise offers a historical perspective on the tenure system in AMIs, reviews the enthusiastic debate and controversies including the concomitant advantages, disadvantages, challenges, and the underlying reasons for its decline over the last few decades, and expounds on the ramifications of such trends. This exposition also discusses alternatives and reform to the tenure system which, if implemented, would still guarantee freedom in academic medicine.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"569-576"},"PeriodicalIF":1.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11980933/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041747","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":"Five Strategies for Efficient and Effective Training of Japanese Resident Physicians Under the Japanese Work Style Reform.","authors":"Toshinori Nishizawa, Kosuke Ishizuka, Taiju Miyagami, Keita Kondo, Saya Takai, Kanako Fukushima, Daichi Katto, Yuji Nishizaki, Taro Shimizu","doi":"10.2147/AMEP.S511015","DOIUrl":"https://doi.org/10.2147/AMEP.S511015","url":null,"abstract":"<p><p>Work-style reform in Japan, implemented in April 2019, aims to improve the well-being of physicians by regulating duty hours (DH). From 2024 to 2035, the DH for general physicians will be limited to 960 hours annually, while postgraduate year (PGY) 1 and 2 resident physicians may work up to 1860 hours to maintain sufficient training opportunities. However, studies indicate that excessive DH is associated with reduced sleep, worsened mental health, and increased risk of medical errors without significant improvement in clinical competence. This article proposes five strategies for balancing effective training and well-being among Japanese PGY1 and 2 residents within the framework of work-style reforms. Five key strategies are followed: 1) Flexible scheduling; 2) Task shifting and paperwork reduction; 3) Access to learning resources; 4) Feedback and mentorship; and 5) Workplace social capital and social support. By implementing these strategies, it is possible to enhance clinical residents' health and educational experience, achieving a balance between work hours and training needs.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"577-581"},"PeriodicalIF":1.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11983146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042058","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 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":"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":"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":"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":"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":"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}