Advances in Medical Education and Practice最新文献

{"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}

{"title":"Memes Adoption in Basic Medical Science Education as a Successful Learning Model: A Mixed Method Quasi-Experimental Study","authors":"Asmaa Sharif, Zeinab A Kasemy, Amal Hasaan Rayan, Heba Mohammed Refat Selim, Samar H A Aloshari, Fatma Alzahraa A Elkhamisy","doi":"10.2147/amep.s461757","DOIUrl":"https://doi.org/10.2147/amep.s461757","url":null,"abstract":"<strong>Purpose:</strong> Basic medical sciences are of a solid abstract nature. <em>Pharmacology</em> is a challenging discipline delivered in all healthcare-related curricula with different aims and goals. Memes are one of aiding instructional designs proved to surge students’ performance and satisfaction with the educational process. Apart from assessing medical students’ and faculty’s perception of meme use in pharmacology learning, the current study aimed to explore the criteria of preferences and factors associated with successful memes’ adoption in this discipline as one of the most challenging basic medical sciences.<br/><strong>Methods:</strong> A biphasic study was conducted among second-year undergraduate medical students and faculty members. The study involved assessing the perceptions of staff and students, and thematic content analysis was performed on the narrative responses of the participants to explore factors contributing to the success of learning memes. Additionally, students’ performance was also analyzed.<br/><strong>Results:</strong> The use of memes in pharmacology was well perceived by medical students, with a mean satisfaction rating of 4.5/5 for high-achieving students and 4.33 for low-achieving students. Memes were associated with a performance surge (<em>p =</em> 0.022). Six themes emerged as criteria for a successful learning experience of meme use: previous scientific background on the meme topic, scenario context of the meme, learning concepts tackled by memes, the simplicity of meme’s message, the relevance of meme’s message to practice, and the modality of meme’s use in the topic of education. Regarding the perception of meme use in pharmacology learning, four themes emerged: the mode and engagement of learning experience mode, the feasibility of meme use in pharmacology learning, students’ attitudes towards further meme inclusion in their study, and the perceived impact of memes on students’ cognitive skills.<br/><strong>Conclusion:</strong> The use of memes in pharmacology yields positive learning outcomes. A careful selection of memes is required to ensure a successful learning experience.<br/><br/><strong>Keywords:</strong> Memes, pharmacology education, instructional design, performance, perception<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169927","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":"Simulation-Based Teaching and Learning in Respiratory Care Education: A Narrative Review","authors":"Jithin K Sreedharan, Gokul Krishna Gopalakrishnan, Ann Mary Jose, Ibrahim Ahmad Albalawi, Mohammed Ghaithan Alkhathami, Keerthi N Satheesan, Musallam Alnasser, Meshal AlEnezi, Abdullah S Alqahtani","doi":"10.2147/amep.s464629","DOIUrl":"https://doi.org/10.2147/amep.s464629","url":null,"abstract":"<strong>Abstract:</strong> Simulation-based pedagogy has become an essential aspect of healthcare education. However, there is a significant gap in the literature regarding the application of simulation-based modalities in respiratory care education. This review aims to address this gap by providing insight into the theory and current uses of simulation, its effectiveness in respiratory care education, and strategies to enhance faculty development. The study utilizes a narrative synthesis approach to review relevant literature and provide a comprehensive understanding of the topic. The research involved comprehensive searches of electronic databases, including PubMed and Google Scholar, to identify relevant literature, encompassing original articles, reviews, and other pertinent content, focusing on simulation-based teaching and learning in respiratory care education published between 1990 and 2022. Findings suggest that simulation-based education is an effective tool for improving respiratory care education and can enhance the clinical skills of learners. The study concludes by discussing the future of simulation in respiratory care education and the potential benefits it may offer.<br/><br/><strong>Keywords:</strong> simulation, learning, respiratory therapy, education, clinical simulation, medical simulator, clinical Skills<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169930","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":"“Self-Designed Simulation-Based Laparoscopic Training Program for Urology Residents: Results After 6 Years of Experience”","authors":"Ramiro Cabello, Gonzalo Bueno-Serrano, Alberto Hernando Arteche, José Miguel Villacampa, Carlos Castilla, Carlos Carnero, María Garranzo Garcia-Ibarrola, Carmen Gonzalez Enguita","doi":"10.2147/amep.s450513","DOIUrl":"https://doi.org/10.2147/amep.s450513","url":null,"abstract":"<strong>Introduction:</strong> Learning laparoscopy (LAP) is challenging and requires different skills to conventional open surgery. There is a recognized need for a standardized laparoscopic training framework within urology to overcome these difficulties and to shift learning curve from patient to skills laboratory. Simulation-based training has been widely commented, but implementation in real day practice is lacking. We present our “LAP training program for residents”.<br/><strong>Material:</strong> Between 2017 and 2022, 11 residents participated in our self-designed program: Theoretical: (Moodle platform) basic knowledge and multimedia content for initiation into LAP. Evaluated through online exam. Practical: exercises for LAP skills acquisition were proposed and encouraged residents’ practice in a box trainer available and experimental surgery sessions on a porcine model. On-site E-BLUS (European Basic Laparoscopic Urologic Skills) examination was performed annually. Feedback was obtained through an anonymous online survey.<br/><strong>Results:</strong> All residents positively evaluated the program. Theoretical: 82% passed the online exam. The most valued topics: LAP in special clinical situations, complications, instruments, and configuration of the operating room (OR). Practical: all residents increased dry-lab box practices. A total of 23 experimental surgical sessions were carried out. For 64%, simulation in the experimental OR was a necessary complement to achieve laparoscopic skills and allowed them to feel more confident. Forty-five percent considered it essential to improve their surgical technique. E-BLUS evaluation was valued as a means to achieve dexterity and safer surgery by 90%. Reduction in time and errors were observed through time, although only 2 passed the E-BLUS.<br/><strong>Conclusion:</strong> Our program for learning LAP includes the acquisition of knowledge, training of basic skills and surgical technique in a safe environment, as well as an objective evaluation. Encouraged practice of basic skills and surgical technique simulation and improved objective evaluation. It is structured, reproducible, systematic and has been positively valued, although it requires commitment for success.<br/><br/><strong>Keywords:</strong> training, laparoscopy, resident, urology<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169940","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":"Assessing the Learning Environment Perception Among Medical Students at a Tertiary Referral Hospital in Saudi Arabia","authors":"Mohammed Al Mairi, Yasmin Youssef, Ahmad Alhamshari, Radwan Alkhatib, Hamzah Koujan, Anas Alkhabaz, Aniko Szabo","doi":"10.2147/amep.s454478","DOIUrl":"https://doi.org/10.2147/amep.s454478","url":null,"abstract":"<strong>Objective:</strong> To assess the perception of medical students at Alfaisal University College of Medicine (AUCOM) of their learning environment at a referral-based tertiary hospital in Riyadh, Saudi Arabia.<br/><strong>Methods:</strong> The validated Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to all year 4 and year 5 students during the academic year 2020– 2021. Scores were analyzed using the descriptors provided by the questionnaire developers and compared across different students’ cohorts using SPSS.<br/><strong>Results:</strong> The overall DREEM score was 120.45/200, which can be described as a “more positive than negative environment”, indicating a positive perception with a potential for improvement. All domain scores were on the positive side except the “students’ social self-perception” which had a score indicating a problematic area. Female students had a statistically significant more positive score in the domain “students’ perception of learning” than male students. Scores for individual questions were persistently on the positive side except for eight questions that pointed to problematic areas in the curriculum. When compared between student cohorts, five questions had statistically significant difference in scores between students in both academic years, but only two of those had scores indicating concerning areas.<br/><strong>Conclusion:</strong> Referral-based tertiary hospitals can be perceived positively by students as a learning environment in undergraduate medical education. We identified some areas of concern in our curriculum to be targeted by future research.<br/><br/><strong>Keywords:</strong> clinical training, DREEM, referral hospital, Saudi Arabia, tertiary hospital<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141170214","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":"Integrating Psychological Care Training in Trauma Care for Medical Students: the Need and the Strategies","authors":"Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava, Abhishek Joshi","doi":"10.2147/amep.s449903","DOIUrl":"https://doi.org/10.2147/amep.s449903","url":null,"abstract":"<strong>Abstract:</strong> Trauma, whether arising from accidents, violence, or medical emergencies, generally has a substantial impact on the lives of victims, their family members, the society, and the healthcare delivery system. The purpose of the article is to justify the need to train medical students in trauma-related psychological care, explore the significance of simulation-based training, and identify coping strategies to augment the resilience of medical students. As healthcare professionals are the ones who are executing trauma care-related interventions, it is essential that medical students are trained to offer psychological care to the victims and family members of trauma to enable healing of both the body and the mind. If medical students learn about psychological care pertaining to trauma, they will be well equipped to handle sudden traumatic events by being more adaptable and resilient. Medical students can be trained in multiple ways to improve their psychological preparedness while delivering trauma care. As a part of the psychological training related to the management of trauma victims, medical students must be trained in developing coping strategies and resilience. In conclusion, facilitating learning among medical students in the psychological aspects of trauma care is a crucial domain for developing competent healthcare professionals. It is a priority to integrate into medical education a comprehensive learning about psychological care that will empower medical students to respond effectively to the complexities of trauma with empathy, resilience, and effective communication.<br/><br/><strong>Keywords:</strong> trauma, psychological care, medical students, medical education<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169781","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}