Advances in Medical Education and Practice最新文献

{"title":"The Impact of Simulated Education and Training on Undergraduate Students' Disaster Evacuation Competencies.","authors":"Sumayyah Hawsawi, Abdulellah Al Thobaity, Manal Saleh Moustafa Saleh","doi":"10.2147/AMEP.S480812","DOIUrl":"10.2147/AMEP.S480812","url":null,"abstract":"<p><strong>Background: </strong>The occurrence of disasters in the world is natural, but we must learn how to deal with their occurrence and mitigate their impact on people and property. It is important to understand how to behave during hospital disasters and properly evacuate the affected areas. Simulation-based education and training are effective ways to increase knowledge, skills, awareness, and experience in the event of an internal hospital disaster.</p><p><strong>Aim: </strong>To evaluate the effectiveness of simulated education and training in enhancing undergraduate nursing students' disaster evacuation knowledge, skills, and preparedness.</p><p><strong>Methods: </strong>The study utilized a quasi-experimental, single-group pre-and post-test design to assess the impact of simulation training on emergency and disaster preparedness among nursing students. It was conducted in the Simulation Nursing Laboratories at the College of Applied Medical Sciences, Taif University. The sample consisted of 119 undergraduate nursing students, including 60 male students and 59 female students. The Evacuation Disaster Simulation Questionnaire (EDSQ) was used to assess the knowledge and skills of the nursing students. The items cover three key subcategories: time, process, and transportation.</p><p><strong>Results: </strong>The results showed that the mean score of the time in the pre-test group was 1.24±1.49, while it increased to 3.74±1.92 in the post-test. In the Process, the mean before the test is 2.23±1.05 and increased to 3.13±1.17 after the test. Lastly, in transportation, the mean score of the pre-test group was 3.26±1.41, but in the post-test group, the mean score on the scale rose to 4.13±1.28. This indicated an increase in students' understanding and awareness after the lecture and simulation training with a highly significant improvement (P=0.000).The highest mean score regarding evacuation disaster simulation competencies performance and total scores at pre- and post-educational intervention (Time (3.73), Process (3.13), and Transportation (4.12). Moreover, total scores (39.66) for the study group post-intervention program with a highly significant improvement (P= 0.000).</p><p><strong>Conclusion: </strong>We can see the effectiveness and impact of education through simulation on students, indicating an increase in students' knowledge, understanding, and awareness after the lecture and simulation training.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"189-203"},"PeriodicalIF":1.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11829580/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434059","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":"Diversity-Focused Undergraduate Premedical Enrichment Programs: The Impact of Research Experiences.","authors":"Ana Acevedo, Yonatan B Babore, Justin Greisz, Shakira King, Gabrielle S Clark, Horace M DeLisser","doi":"10.2147/AMEP.S489412","DOIUrl":"10.2147/AMEP.S489412","url":null,"abstract":"<p><strong>Purpose: </strong>Many diversity-focused, premedical enrichment programs anchor around a mentored research experience. Data, however, are lacking on how participation in mentored biomedical research in these program impacts participants' subsequent medical student experience. To begin to address this gap, a cohort of first year medical students who had matriculated through a diversity-focused premedical enrichment programs was queried about the impact of their previous research experiences and their perceptions regarding medical school related research.</p><p><strong>Methods: </strong>This mixed methods study involved 10 first year medical students from groups underrepresented in medicine (URiM) who had matriculated to the Perelman School of Medical School of Medicine through the Penn Access Summer Scholars (PASS Program) and 10 non-URiM first year peers. At the start of medical school and after their first year, participants completed structured interviews and Likert style surveys to assess the impact of their pre-medical school research experiences and their current beliefs about the significance of research experiences to their medical education.</p><p><strong>Results: </strong>The quantitative analyses of the survey data demonstrated that the PASS and the non-PASS students were similar in their attitudes, beliefs, and assessments of their research competence. In contrast, qualitative analyses of the interviews offered a more nuanced picture of the differences and similarities between the two groups. The PASS students expressed more confidence in their research skills and felt better able to establish and maintain connections with mentors compared to their non-PASS peers. Both groups of students, however, expressed frustration at the lack of identity-concordant mentors to support their research aspirations and felt the pressure to do research to support their competitiveness for the residency match.</p><p><strong>Conclusion: </strong>The research experiences of diversity-focused enrichment programs may foster the agency and self-efficacy of participants in ways that support their success in medical school.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"205-213"},"PeriodicalIF":1.8,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11827494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434002","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 Comparison of Dental Students' Self-Assessment and Instructors' Assessment in Competency Examinations in a Preclinical Operative Dentistry Course.","authors":"Maryam A Alghilan, Swapna Munaga, Ahmed Aldakhil","doi":"10.2147/AMEP.S493719","DOIUrl":"10.2147/AMEP.S493719","url":null,"abstract":"<p><strong>Objective: </strong>Student self-assessment is a skill that is taught, assessed, and attained in education for lifelong learning. In dental education, developing self-assessment is essential during the early stages of psychomotor learning. This study compared dental students' self-assessments and instructors' assessments in competency examinations and evaluated the progress and potential predictors of self-assessment performance, including achievement level and gender, in a Preclinical Operative Dentistry course.</p><p><strong>Methods: </strong>The preclinical operative dentistry assessment and self-assessment records by instructors and students, respectively, were collected retrospectively from intra-semester and final examination assessment rubrics. The instructors' scoring agreement level was measured using inter-rater reliability and intra-class correlations (ICCs). Students' self-assessment data were compared with instructors' assessment data, and agreement was tested using inter-rater reliability estimates. The significance level was set at 0.05.</p><p><strong>Results: </strong>Instructors were calibrated based on significant agreement (p < 0.001) between full-time and part-time instructors (ICCs = 0.888 and 0.859, respectively). A significant difference (p < 0.001) was found between instructors' and students' mean scores. Students' gender was significantly associated with their evaluation of performance in the intra-semester examination (p = 0.048). Most male students (58%) overestimated their performance, while the majority (44%) of female students tend to evaluate their performance accurately. There was no significant difference in the scoring of instructors and high achievers classified in the \"excellent\" category (p = 0.392).</p><p><strong>Conclusion: </strong>In preclinical operative dentistry education, students' ability to accurately self-assess the quality of their work varies, and may be predicted by gender and achievement level. Students who underestimate their performance in self-assessment tend not to show improvement in their actual performance.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"177-188"},"PeriodicalIF":1.8,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11807346/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383611","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":"Assessment of Confidence Levels of Undergraduate Senior Dental Students and Interns' During Endodontic Treatment Procedures in a Sample From Saudi Arabia.","authors":"Ahmed A Madfa, Moazzy I Almansour, Saad M Al-Zubaidi, Sami A Almohefer, Sarah S Alajlan, Mohammed K Alsaleh, Yosef A Alanazi, Abdalellah S Alajlan","doi":"10.2147/AMEP.S488032","DOIUrl":"10.2147/AMEP.S488032","url":null,"abstract":"<p><strong>Background: </strong>The evaluation of students' impression regarding their dental college experience is a crucial indicator of the effectiveness and achievement of dental education. The aim of this study is to evaluate the levels of confidence demonstrated by senior dental students and new interns during the execution of various endodontic treatment at College of Dentistry, University of Hail.</p><p><strong>Methods: </strong>A total of 76 senior students and 21 new interns at the University of Hail, Saudi Arabia, were administered anonymous surveys. Participants were instructed to assess their level of self-confidence using a Likert scale that spanned from 1 to 5. The statistical significance between the analysed groups was assessed using the Mann-Whitney <i>U</i>-test and the chi-squared test.</p><p><strong>Results: </strong>63.9% of participants indicated their satisfaction with the quantity of teeth that were determined to require treatment. The majority of participants (91.8%) indicated that they believe their confidence in the field of endodontics will be strengthened by greater exposure to practical experience. Around 49.5% of the respondents indicated their intention to seek specialization in the future. Overall, the results of this study indicate that students and males tend to have lower levels of self-confidence in various endodontic procedures compared to interns and females (p < 0.05). A significant difference (p < 0.05) was noted in the levels of confidence between students and interns in treating various teeth. However, there were no statistically significant differences between the genders (p > 0.05). There were no statistically significant differences (p > 0.05) observed in the self-confidence levels related to the management of various indications between the two groups.</p><p><strong>Conclusion: </strong>The level of confidence pertaining to endodontic treatment among the participants is deemed satisfactory. The dental interns demonstrated a notable degree of self-assurance in executing root canal therapy, primarily attributable to their extensive engagement in clinical practice.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"165-176"},"PeriodicalIF":1.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11806913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383618","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":"Perceptions and Motivations of Japanese Medical Students Regarding Course Evaluations: A Cultural Perspective.","authors":"Saki Suzuki, Rintaro Imafuku, Chihiro Kawakami, Yuriko Abe, Eric H Jego, Chiaki Hidai, Takuya Saiki","doi":"10.2147/AMEP.S499021","DOIUrl":"10.2147/AMEP.S499021","url":null,"abstract":"<p><strong>Purpose: </strong>Course evaluations are critical for improving educational practices; however, their results can be influenced by various unexpected factors, including cultural values. Despite several studies on cultural dimensions in course evaluations, Japanese students were rarely the focus of evaluation in the Asian context. Data on Japanese students' evaluation practices may reveal diverse behavioral patterns in Asian countries, highlighting the value of country-specific studies to uncover unique educational contexts. This study explores, through a cultural lens, how Japanese medical students perceive course evaluations and the factors influencing their participation.</p><p><strong>Methods: </strong>Four Focus Groups were created with 23 third- and fourth-year medical students. The recorded discussion data were analyzed using a thematic analysis approach by applying Hofstede's model of six cultural dimensions as a theoretical framework.</p><p><strong>Results: </strong>This study identified three main themes influencing student participation in course evaluations: their emotions, insufficient understanding of the evaluations' significance, and logistics impacting student motivation. Gratitude positively influenced their decision to participate in course evaluations, whereas anger, anxiety about presumptuousness, fear and indifference had a negative impact. Additionally, their willingness to participate was positively influenced by the perceived benefits for future students. Logistics, including the timing of evaluations and the design of the online evaluation form, also contributed to either encouraging or discouraging their participation.</p><p><strong>Conclusion: </strong>This study has illuminated factors shaping medical students' perceptions and motivations regarding course evaluation through Hofstede's model. These include \"perfectionism\" associated with decisiveness, \"the attitude of accepting the status\" linked to restraint, \"teacher-centered education\" and \"respect for authority\" related to power distance, \"peer pressure\" reflecting collectivism, and \"risk avoidance\" tied to uncertainty avoidance. Understanding these cultural nuances is crucial for the effective implementation of course evaluations in medical schools, as they offer valuable insights into how cultural contexts influence perceptions and motivations across diverse educational environments.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"145-155"},"PeriodicalIF":1.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11806688/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383619","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: Investigating Racial and Socioeconomic Differences in Interview Processes.","authors":"Pierre W Banks, John C Hagedorn Ii, Alexandria Soybel, Delayne Michelle Coleman, Gabriel Rivera, Namita Bhardwaj","doi":"10.2147/AMEP.S480717","DOIUrl":"10.2147/AMEP.S480717","url":null,"abstract":"<p><strong>Aim: </strong>The study aims to compare traditional interviews with Multiple Mini Interviews (MMIs) to assess their reliability in evaluating applicants across racial and socioeconomic backgrounds.</p><p><strong>Background: </strong>In the 2019-2020 admissions cycle, The University of Texas Medical Branch John Sealy School of Medicine (JSSOM) admissions committee observed inconsistencies in interview scoring, topics discussed during interviews, and interviewer comments using an unstructured interview format. Additionally, the recent Supreme Court decisions in Students for Fair Admissions, Inc. (SFFA) v. the University of North Carolina and SFFA v. President & Fellows of Harvard College, which ended race-conscious admissions, or affirmative action, and upheld holistic admissions practices, encouraged medical school admissions committee to reevaluate their approach to admissions.</p><p><strong>Methods: </strong>Data from six admissions cycles (2018-2022), totaling 5799 interviewees, were analyzed to assess potential biases and the effectiveness of the admissions process. Spearman correlation examined relationships between Casper scores and both traditional interview and MMI outcomes. T-tests and Cohen's d explored demographic differences across URM, African American, Hispanic, and disadvantaged applicants in interview and academic metrics to evaluate fairness.</p><p><strong>Results: </strong>When comparing MMIs and traditional interviews, both appear equal in reducing group differences (Underrepresented in Medicine(URM) versus non-URM, African American to non-URM, Hispanic to non-URM, and disadvantaged to non-disadvantaged). MMIs decreased demographic differences compared with traditional interviews for African-American candidates and slightly increased for URM, Hispanic, and disadvantaged candidates, but the effect size was small.</p><p><strong>Conclusion: </strong>Future work includes conducting rigorous data analysis to better assess the MMI's utility, exploring the correlations between MMI scores, clinical evaluations, and objective structured clinical examination (OSCE) results. This multifaceted approach will provide a comprehensive view of how MMI performance aligns with real-world clinical assessments and standardized evaluation metrics, offering valuable insights into its effectiveness as a predictor of future medical proficiency.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"157-163"},"PeriodicalIF":1.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11807769/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392100","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":"How Preceptor Behaviour Shapes the Future of Medical Professionals.","authors":"Maram H Alshareef, Arwa F Flemban","doi":"10.2147/AMEP.S481620","DOIUrl":"10.2147/AMEP.S481620","url":null,"abstract":"<p><p>Preceptors play an indispensable role in shaping the future of healthcare. They bridge theoretical learning and practical clinical expertise in a rapidly evolving medical education landscape. Their influence extends beyond knowledge transfer, embodying the values, attitudes, and professionalism essential to competent medical practice. Bandura's Social Learning Theory posits that individuals learn through observation and modelling. Applying this theory supports the assumption that trainees acquire skills and professional norms by observing preceptor behaviour, a process known as vicarious learning. They transmit clinical competencies, ethical standards, and interpersonal skills critical for patient-centred care. Despite their significance, challenges such as increasing workloads, diverse trainee needs, and the complexities of modern healthcare often impede their ability to mentor effectively. Preceptors shape trainees' professional identities and ethical standards, which are significantly influenced by the hidden curriculum, the set of unspoken or implicit lessons conveyed outside the formal curriculum. Globally, there is growing recognition of the need to support and enhance the role of preceptors in medical education. Due to several challenges, some factors might prevent preceptors from maintaining their role model status, including the need for experience, continuous learning, and adaptation to diverse trainee needs. Strategies such as engaging in reflective practices and implementing effective stress management techniques are crucial for preceptors to navigate these barriers and uphold their status. However, few studies have synthesised the various dimensions of preceptor influence, including role modelling, communication skills, and the hidden curriculum. This review aims to fill this gap by exploring the variable role of preceptors in shaping medical trainees' professional development. It highlights the theoretical underpinnings of preceptorship, discusses the challenges preceptors face, and proposes evidence-based strategies to enhance their impact on future healthcare professionals.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"135-144"},"PeriodicalIF":1.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11789507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123595","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":"Stress and Interpersonal Relationships in Medical Students During Public Health Emergencies: A Network Analysis.","authors":"Yi Cui, Zhihua Guo, Tianqi Yang, Man Zhang, Hezi Mu, Jiayao Li, Jiaxin Fang, Tianshu Du, Xiaomei Yang","doi":"10.2147/AMEP.S495472","DOIUrl":"10.2147/AMEP.S495472","url":null,"abstract":"<p><strong>Background: </strong>With the growing demand for medical services worldwide, especially during public health emergencies, medical students, as a special group of future medical workers, are important for the development of health services, and they therefore experience more stress than ordinary college students do. The mental health of medical students plays a vital role in their training, and interpersonal relationships are an important factor affecting their stress levels.</p><p><strong>Purpose: </strong>This study aims to investigate the network structure of stress and interpersonal relationships among Chinese medical students and identify bridge variables to prevent and relieve this stress.</p><p><strong>Patients and methods: </strong>A self-report measurement taken from the Sociodemographic Questionnaire, Stress Scale for College Students and Interpersonal Relationship Synthetic Diagnosis Test was administered to 322 Chinese medical students from January to April 2022. Network analysis was used to determine the network structure, and the bridge expected influence (BEI) was identified as the bridge variable.</p><p><strong>Results: </strong>A total of 6.83% of the medical students experienced high levels of stress, and 31.06% of the medical students experienced various degrees of interpersonal distress. The edges across the community associated with stress and interpersonal relationships were all positive. The edges between S1 \"personal hassle\" and R3 \"dealing with people\", S2 \"academic hassle\" and R2 \"socializing\", and S3 \"negative life event\" and R4 \"dating someone of the opposite sex\" were the strongest. S1 \"personal hassle\" had the greatest BEI of the stress community (0.44), and R3 \"dealing with people\" had the greatest BEI of the interpersonal relationship community (0.19).</p><p><strong>Conclusion: </strong>This study used network analysis to investigate the relationship between stress and interpersonal relationships in Chinese medical students at the component level for the first time and highlight that the critical bridge variables \"personal hassle\" and \"dealing with people\" may contribute to preventing and relieving stress in Chinese medical students.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"123-133"},"PeriodicalIF":1.8,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11786597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081585","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":"Evaluation of the Availability and Implementation of Emergency Medical Services (EMS) Training in Saudi Emergency Medicine Programs.","authors":"Zainab AlHussaini, Sameerah Alsomali, Yousef Ajaj, Mohammed Ahmed Jameel","doi":"10.2147/AMEP.S490727","DOIUrl":"10.2147/AMEP.S490727","url":null,"abstract":"<p><strong>Background: </strong>Emergency Medical Services (EMS) is pivotal in the healthcare system, particularly in Emergency Medicine (EM) education. This study focuses on the current state and structure of the EMS rotation within Saudi Emergency Medicine Programs.</p><p><strong>Objective: </strong>The aim is to evaluate the availability and implementation of the EMS rotation curriculum in Saudi Emergency Medicine Programs concerning the Saudi Commission for Health Specialties (SCHS) requirements, identify gaps in its delivery, and propose areas for improvement to enhance standardization and effectiveness.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among emergency medicine program directors and residents in Saudi Arabia. Inclusion criteria were physicians who had completed EMS rotations after 2018. The survey collected data on participant backgrounds, available activities, evaluation-related services, and field experience. SPSS version 24 was used for data analysis, employing Chi-square tests to determine statistical significance.</p><p><strong>Results: </strong>The study included 68 participants, 51.5% current EM residents and 42.6% graduated EM residents. The majority were from the Central EM residency program (51.5%). Education of prehospital healthcare providers was the most reported activity (78%), followed by ride-along (Ground) (75%) and dispatch observation (66.1%). Significant differences in activity availability and evaluation services were observed based on respondents' positions and locations. For instance, ride-along (Air) was available in 7.1% of Eastern Region programs compared to 0% in Western programs. The most meaningful component of EMS rotation, as reported by 41.5% of participants, was ride-along.</p><p><strong>Conclusion: </strong>This study highlights the variability in EMS rotation activities and evaluation services across Saudi emergency medicine programs and underscores the need for more structured and comprehensive training approaches aligned with SCHS requirements.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"109-121"},"PeriodicalIF":1.8,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11784305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081474","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":"Attitudes of Final-Year Medical Students in Jordan Towards Volunteering During a Pandemic.","authors":"Abeer Alassaf, Lobna Gharaibeh, Fatima Alkubaisi, Majd Alkhawaldeh, Sohayla Dababseh, Rasha Odeh","doi":"10.2147/AMEP.S474780","DOIUrl":"https://doi.org/10.2147/AMEP.S474780","url":null,"abstract":"<p><strong>Background: </strong>During COVID-19 pandemic in Jordan, a number of medical students participated in voluntary work. However, barriers and facilitators were unclear. Therefore, we aimed to evaluate their experience and attitudes towards volunteering during a pandemic and the factors affecting that.</p><p><strong>Methods: </strong>A cross-sectional questionnaire-based study, using paper and online questionnaire which were distributed to final-year medical students at the University of Jordan from August 2021 to October 2021, about their experience and attitudes towards voluntary work during pandemics.</p><p><strong>Results: </strong>A total of 375 of final year medical students responded to the questionnaire. The number of male and female respondents were equal. Past voluntary work experience prior to COVID-19 pandemic in 44.8% of students, while 79.2% of them did not volunteer during the COVID-19 pandemic. Around 60% of students were willing to participate in future voluntary work that does not involve patients infected with COVID-19, while 29.3% of them were willing to do so depending on the type of pandemic and the availability of vaccines. There were 86.1% of students who thought that participating in voluntary work involving infected patients during pandemics, should be optional; where 10.1% suggested that it should be compulsory if vaccines were available.</p><p><strong>Conclusion: </strong>The majority of medical students did not volunteer during the COVID 19 pandemic. However, many of them expressed willingness to take part in future pandemics. Providing sufficient protection aids and adequate training, would affect positively the willingness of medical students to participate in voluntary work during a pandemic.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"85-98"},"PeriodicalIF":1.8,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11776430/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068644","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}