Advances in Medical Education and Practice最新文献

{"title":"A Proposal of a Student Run Clinic Medical School Elective to Improve Adherence to Postoperative Follow-Up.","authors":"Patrick Adly-Gendi, Elizabeth Koltz, Dena Arumugam","doi":"10.2147/AMEP.S458921","DOIUrl":"10.2147/AMEP.S458921","url":null,"abstract":"<p><p>Patient nonadherence to healthcare follow-up appointments is an ever-growing problem leading to worsened health outcomes and increased morbidity and mortality. Social factors, namely lack of transportation, are commonly implicated as a cause for the lack of following up. Medical students make up a significant portion of the healthcare team but are mostly viewed as passive learners on clinical rotations and do not receive many active opportunities to engage in direct clinical care. Here, an elective for 4^th year medical students where students operate a clinic and work alongside residents to hold virtual surgical follow-up appointments to assess for complications and monitor healing is proposed. This could potentially bypass many of the social barriers that patients face while giving students a more direct role in patient care and a focused educational experience while reducing stress on the physical healthcare clinic system.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"903-906"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446191/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Learning in Medical Biochemistry by Teaching Based on VARK Learning Style for Medical Students.","authors":"Dutsadee Chinnapun, Udomsak Narkkul","doi":"10.2147/AMEP.S472532","DOIUrl":"10.2147/AMEP.S472532","url":null,"abstract":"<p><strong>Purpose: </strong>Learners, including medical students, naturally have different learning style preferences. Teachers need to use a variety of teaching materials to help learners understand the content. However, previous studies have not reported the effects of learning in medical biochemistry by teaching based on the VARK learning style. This study aims to investigate the learning style preferences, the effects of learning in medical biochemistry by teaching based on the VARK learning style, and the relationship between type and number of VARK learning styles and medical biochemistry achievement in medical students.</p><p><strong>Methods: </strong>We investigated a total of 92 first-year medical students at Walailak University. The VARK questionnaire was used to identify the learning style preference of medical students. All students took a pretest before beginning each online lecture. After completing each lecture, all students received additional teaching materials according to their learning style to use in reviewing the lessons. All students took a posttest for each lecture after reviewing the lesson.</p><p><strong>Results: </strong>The results showed that the medical students preferred a multimodal learning style (70.65%) more than a unimodal learning style (29.35%). The medical students preferred four learning styles (VARK) more than two and three learning styles. All learning styles had a mean difference score (posttest score minus pretest score) above 27.00 (33.75%). There were no significant differences in mean difference scores among the different learning styles. In addition, there were no significant differences in mean difference scores between the single style preference, two style preferences, three style preferences, and four style preferences.</p><p><strong>Conclusion: </strong>Teaching based on the VARK learning style could enhance medical students' learning in medical biochemistry. The difference in learning style and the difference in the number of learning styles (single, two, three, and four style preferences) were not significantly related to medical students' learning achievement in medical biochemistry.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"895-902"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446201/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development, Implementation, and Assessment of an Online Modular Telehealth Curriculum for Health Professions Students [Response To Letter].","authors":"Daniel A Ostrovsky, Mitchell T Heflin, Margaret T Bowers, Nicholas M Hudak, Erin R Leiman, Tracy Truong, Kathleen Waite","doi":"10.2147/AMEP.S495927","DOIUrl":"https://doi.org/10.2147/AMEP.S495927","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"893-894"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446205/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating a Personal Finance Workshop to Enhance Financial Literacy Among Senior Medical Students: A Single Institution's Experience.","authors":"Parker A Woolley, Mark C Kendall, Simon Tacvorian, Shyamal Asher","doi":"10.2147/AMEP.S474002","DOIUrl":"https://doi.org/10.2147/AMEP.S474002","url":null,"abstract":"<p><strong>Purpose: </strong>Graduating medical students frequently start their training burdened with substantial financial debt and minimal savings, especially in comparison to their peers in other professional fields. A lack of financial literacy can result in increased debt, decreased job satisfaction and contribute to physician burnout. Enhancing financial education could improve both the financial stability and emotional well-being of future medical professionals. In this study, a basic personal finance workshop was conducted for 4th year medical students at a single institution. The aim of the study was to determine the impact of the personal finance workshop on improving financial literacy.</p><p><strong>Methods: </strong>An introduction to basic personal finance workshop was open to enrollment for all 4th year medical students at The Alpert Medical School at Brown University. A 40-question survey to evaluate financial literacy was administered to all participants before and 6-months after the workshop. The topics covered included student loan management, basics of retirement accounts, investing, budgeting, saving and consensus surrounding financial topics. The results were analyzed using student paired <i>t</i>-test and Chi-square test of independence.</p><p><strong>Results: </strong>Overall, an improvement in financial literacy was reported 6 months after the personal finance workshop (62% vs 54%, p = 0.004). Students subjectively reported an increase in confidence in their personal finance knowledge (16% vs 44%) and general knowledge regarding retirement savings (7% vs 55%). More than 92% of students agreed or strongly agreed that a basic personal finance education should be included as part of the medical school curriculum.</p><p><strong>Conclusion: </strong>A personal finance workshop for medical students nearing graduation increases awareness and confidence in financial knowledge. The incorporation of basic financial education in the medical school curriculum may help young physicians establish better financial habits that will improve their financial wellbeing.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"885-891"},"PeriodicalIF":1.8,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11439360/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336882","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":"Response for Key Learnings and Perspectives of a Newly Implemented Sex-and Gender-Based Medicine Modular Course Integrated into the First-Year Medical School Curriculum: A Mixed-Method Survey [Response to Letter].","authors":"Nicola Luigi Bragazzi, Hicham Khabbache, Khalid Ouazizi, Driss Ait Ali, Hanane El Ghouat, Laila El Alami, Hisham Atwan, Ruba Tuma, Nomy Dickman, Raymond Farah, Rola Khamisy-Farah","doi":"10.2147/AMEP.S497541","DOIUrl":"https://doi.org/10.2147/AMEP.S497541","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"883-884"},"PeriodicalIF":1.8,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11424098/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336884","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 Tale of Designing a Clinical-Cases Manual for Rotations and Mixed Methods Analysis of Students' Participatory Experience in Co-Creation.","authors":"Suresh Kumar Srinivasamurthy, Raghavendra Bhat, Abdalla Hamid Mohammed Omer Eladil","doi":"10.2147/AMEP.S472544","DOIUrl":"https://doi.org/10.2147/AMEP.S472544","url":null,"abstract":"<p><strong>Introduction: </strong>The post-pandemic era ignited the concepts of virtual learning, enhancing a strong need for a specific clinical case manual of commonly encountered scenarios in internal medicine. In this article, we describe the process for creating a clinical cases manual which can be followed for any other clinical science. Further, we report the participatory experience of students in the co-creation of manual.</p><p><strong>Methods: </strong>The hand-written notes of the teacher during the rotation of internal medicine were improvised, and created into a digital version. The editorial team which included mainly student volunteers participated in digitization and reviewing the content, diagrams and flowcharts. We describe the process of designing the clinical-cases manual for rotations in internal medicine, which includes handwritten notes, review of the notes, formation of editorial team, digitization of text and artwork, editing and book release. It can be replicated for any other clinical sciences in rotations. In addition, the online survey with both quantitative and qualitative type of questions was used to assess the students' participatory experiences in co-creating manual.</p><p><strong>Results: </strong>The clinical-cases manual for rotations in internal medicine was released and received well. The online survey responses revealed that the participating students benefited in terms of professional and personal development. There was an inter-item statistical difference implying that all the participants were agreeing or strongly agreeing to survey questions. All participants agreed on the usefulness of the manual. The main themes identified through qualitative analysis were technical skills acquisition, lifelong learning and teaching, self-assessment, discipline, time management, teamwork and communication skills.</p><p><strong>Conclusion: </strong>The creation of a clinical case manual for rotation, specific to the local needs can be done through a systematic process, that can be enriched by involving students. Encouraging the participation of students in co-creation is an important academic exercise that contributes to professional and personal development.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"875-882"},"PeriodicalIF":1.8,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11430321/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Key Learnings and Perspectives of a Newly Implemented Sex-and Gender-Based Medicine Modular Course Integrated into the First-Year Medical School Curriculum: A Mixed-Method Survey [Letter].","authors":"Maryam Imran, Faareaha Ahmad, Asma Mohamed","doi":"10.2147/AMEP.S492883","DOIUrl":"https://doi.org/10.2147/AMEP.S492883","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"873-874"},"PeriodicalIF":1.8,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11423821/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336883","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":"Human versus Artificial Intelligence: ChatGPT-4 Outperforming Bing, Bard, ChatGPT-3.5 and Humans in Clinical Chemistry Multiple-Choice Questions.","authors":"Malik Sallam, Khaled Al-Salahat, Huda Eid, Jan Egger, Behrus Puladi","doi":"10.2147/AMEP.S479801","DOIUrl":"https://doi.org/10.2147/AMEP.S479801","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial intelligence (AI) chatbots excel in language understanding and generation. These models can transform healthcare education and practice. However, it is important to assess the performance of such AI models in various topics to highlight its strengths and possible limitations. This study aimed to evaluate the performance of ChatGPT (GPT-3.5 and GPT-4), Bing, and Bard compared to human students at a postgraduate master's level in Medical Laboratory Sciences.</p><p><strong>Methods: </strong>The study design was based on the METRICS checklist for the design and reporting of AI-based studies in healthcare. The study utilized a dataset of 60 Clinical Chemistry multiple-choice questions (MCQs) initially conceived for assessing 20 MSc students. The revised Bloom's taxonomy was used as the framework for classifying the MCQs into four cognitive categories: Remember, Understand, Analyze, and Apply. A modified version of the CLEAR tool was used for the assessment of the quality of AI-generated content, with Cohen's κ for inter-rater agreement.</p><p><strong>Results: </strong>Compared to the mean students' score which was 0.68±0.23, GPT-4 scored 0.90 ± 0.30, followed by Bing (0.77 ± 0.43), GPT-3.5 (0.73 ± 0.45), and Bard (0.67 ± 0.48). Statistically significant better performance was noted in lower cognitive domains (Remember and Understand) in GPT-3.5 (<i>P</i>=0.041), GPT-4 (<i>P</i>=0.003), and Bard (<i>P</i>=0.017) compared to the higher cognitive domains (Apply and Analyze). The CLEAR scores indicated that ChatGPT-4 performance was \"Excellent\" compared to the \"Above average\" performance of ChatGPT-3.5, Bing, and Bard.</p><p><strong>Discussion: </strong>The findings indicated that ChatGPT-4 excelled in the Clinical Chemistry exam, while ChatGPT-3.5, Bing, and Bard were above average. Given that the MCQs were directed to postgraduate students with a high degree of specialization, the performance of these AI chatbots was remarkable. Due to the risk of academic dishonesty and possible dependence on these AI models, the appropriateness of MCQs as an assessment tool in higher education should be re-evaluated.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"857-871"},"PeriodicalIF":1.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11421444/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336881","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":"Developing and Validating Entrustable Professional Activities (EPAs) for Rheumatology Fellowship Training Programs in Saudi Arabia: A Delphi Study","authors":"Laila A Alharbi, Mohamed Cheikh, Manal E Alotaibi, Amal A Alkhotani, Hussam M Alim, Fahd Almalki, Mohammed S Samannodi, Hadeel A Khadawardi, Ahmad A Imam, Yosra A Turkistani, Fozya B Bashal, Abdullah Tawakul, Adeeb A Bulkhi, Mohammad S Dairi, Rania Zaini, Hani M Almoallim","doi":"10.2147/amep.s481977","DOIUrl":"https://doi.org/10.2147/amep.s481977","url":null,"abstract":"<strong>Background:</strong> Entrustable professional activities (EPAs) define the core tasks that a graduating rheumatologist needs to perform independently in practice. The objective of this study was to develop and validate EPAs for rheumatology fellowship training programs in Saudi Arabia.<br/><strong>Methods:</strong> Experts met to develop an initial set of potential end-of-training EPAs by conducting a comprehensive literature review of EPAs and studying the Saudi rheumatology fellowship curriculum. Then, to validate the EPAs, we conducted two rounds of the modified Delphi technique among rheumatology experts in Saudi Arabia. A response rate of 80% was considered and the minimum number of experts needed to be 25 to 30. Descriptive statistics were utilized to describe participants’ demographic characteristics and group responses to each statement in all rounds. The experts were asked to rate the relevancy of each EPA using a 5-point Likert scale in both Delphi rounds.<br/><strong>Results:</strong> In the preliminary phase, four rheumatologists developed an initial set of 36 core EPAs for rheumatology training program in Saudi Arabia. For the two-rounds Delphi techniques, 32 experts were invited to complete the study. The response rate of the first and second round were, 78.12% (25) and 93.75% (30), respectively. The first-round Delphi resulted in a robust consensus on 31 EPAs for rheumatology training. Five EPAs were excluded, and one new EPA was proposed. In the subsequent round, all 32 EPAs achieved strong consensus. The eliminated EPAs likely fell short in one or more of the following areas: relevance to rheumatology practice in Saudi Arabia, overlapping with other EPAs, or practical challenges in the implementation.<br/><strong>Conclusion:</strong> We have developed and validated a core set of EPAs for rheumatology fellowship training programs in Saudi Arabia. Mapping and identifying milestones for these EPAs are essential steps to follow to enhance workplace curriculum development.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"18 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248948","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":"Students’ Perception of Peer- Students Mentoring Program “Big Sibling Mentoring Program” to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia","authors":"Sarah A Alobaid, Mohammed Basem Beyari, Reem Bin Idris, Mohammed H Alhumud, Lamia A Alkuwaiz, Faisal Alsaif, Mansour Aljabry, Bandar Aljafen, Mona Soliman","doi":"10.2147/amep.s459942","DOIUrl":"https://doi.org/10.2147/amep.s459942","url":null,"abstract":"<strong>Background:</strong> The Big Sibling Program is an innovative peer student mentoring method that was designed and implemented by the students’ council in 2021 to complement the faculty mentoring program of first-year medical students in the College of Medicine, King Saud University, Saudi Arabia. The aim of the study was to evaluate the medical students’ perception of the peer students “Big Sibling” mentoring program and to assess the effectiveness of the program in terms of changes in the behavior and academic performance of the students.<br/><strong>Methods:</strong> This is a retrospective study that was conducted in 2021. A registration form that includes demographic data, personal information, and academic performance (GPA and extracurricular achievements) was sent to all second- and third-year medical students to select the Big Siblings. A total of 49 mentors “Big Siblings” were accepted (30 males, 19 females) and matched randomly with the little siblings from first-year medical students. A written consent was obtained from the participants. The survey was structured on a 5-point Likert scale, and composed of four sections of closed-ended questions, that includes: the demographic data, the students’ (little sibling) evaluation of the mentorship sessions, the little sibling perception of the Big Sibling Program and its effectiveness of the Big Sibling Program in terms of behavioral or quality effects.<br/><strong>Results:</strong> Out of 297 first-year medical students, 284 (95.62%) responded. The majority significantly agreed that the Big Sibling was readily available and they personally benefitted from the relationship (94.36%, p&lt; 0.001; 90.14%, p&lt; 0.001). They significantly disagreed that the relationship requires too much time (72.54%, p&lt; 0.001) or that they do not need a mentor (78.87%, p&lt; 0.001). Most significantly agreed that mentoring is a good idea (94.37%, p&lt; 0.001), the program helped reduce their stress (84.51%, p&lt; 0.001), helped them adjust to college (89.44%, p&lt; 0.001), and advance academically (78.52%, p&lt; 0.001). The program also encouraged their involvement in extracurricular activities (58.10%, p&lt; 0.0001), research (43.31%, p&lt; 0.001), and social engagement with peers (71.48%, p&lt; 0.001). Moreover, the majority thought the program significantly improved their self-confidence (73.94%, p&lt; 0.001), self-awareness (84.51%), accountability (54.51%), leadership (54.93%), resilience (71.13%), punctuality (69.01%, p&lt; 0.001), time management (75.70%), stress coping (77.82%), problem-solving (76.76%), and teamwork (75.35%).<br/><strong>Conclusion:</strong> Peer students’ big Siblings program has succeeded in reducing first-year medical students stress levels, improving their self-confidence, self-awareness, accountability and responsibility, leadership, resilience, punctuality and engaging them in research and extracurricular activities.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248956","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}