Fei Yao, Jian-Song Chen, Li-Hong Chen, Bi-Yu Ye, Chan-Juan Yang, Xuan-Zi Li
{"title":"Evaluation of Applying Standardized Patients in Certification Assessment of Clinical Practice Ability Standardized Training for Psychiatric Resident Physicians.","authors":"Fei Yao, Jian-Song Chen, Li-Hong Chen, Bi-Yu Ye, Chan-Juan Yang, Xuan-Zi Li","doi":"10.2147/AMEP.S503006","DOIUrl":"10.2147/AMEP.S503006","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study was to explore the application of standardized patient (SP) in the certification assessment of clinical practice ability standardized training for psychiatric resident physicians.</p><p><strong>Methods: </strong>Candidates and examiners who participated in the graduation examination of clinical practice ability standardized training for psychiatric resident physicians in Guangdong Province from 2020 to 2023 were selected as the research participants. The assessment scores of candidates were collected. Questionnaires about satisfaction degree and SP application evaluation were designed and filled out by the examiners and candidates to evaluate their satisfaction with the clinical practice ability certification assessment.</p><p><strong>Results: </strong>The average annual score of the practical skills certification assessment is 83.88 ± 5.78 (P<0.001). There is no evident change in the second station (81.50 ± 6.81, P=0.0825), while the scores of the other stations fluctuate significantly (83.77 ± 6.80, 84.46 ± 6.70, and 88.31 ± 7.82; P<0.05). A total of 185 valid questionnaires were collected, of which 97.87% of the examiners and 92.03% of the candidates are satisfied with SP, respectively, both higher than their overall satisfaction levels (97.87% vs 89.36%; 92.03% vs 85.51). Examiners are highly consistent with their evaluation of SP satisfaction (Kendall=0.829, P<0.001), while candidates have low consistency in their evaluation of SP (Kendall=0.012, P=0.04). The differences in SP evaluation between different identities mainly include appearance, intonation, physical movements, language accuracy, and use of medical terminologies (P<0.05).</p><p><strong>Conclusion: </strong>The satisfaction with the application of SP in the certification assessment of clinical practice ability standardized training for psychiatric resident physicians is high. However, it has inconsistent evaluations from examiners and candidates in terms of appearance, pronunciation and intonation, physical movements, language accuracy, and use of medical terminologies. Enhancing the SP level can promote the stability of the assessment.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"411-418"},"PeriodicalIF":1.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929417/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694061","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}
Dumitru Sutoi, Daian Ionel Popa, Cristian Alexandru Cindrea, Cosmin Iosif Trebuian, Carmen Williams, Maria Sutoi, Adina Maria Marza, Florina Buleu, Bogdan Chiu, George Marin, Vlad Mulcutan Chis, Ionut Dudau, Darie Luca Sabau, Ovidiu Alexandru Mederle
{"title":"The Impact of a One-Day Multidisciplinary Workshop on Medical Students' Self-Assessed Confidence, Knowledge, and Teamwork Skills: A Pre-Post Study.","authors":"Dumitru Sutoi, Daian Ionel Popa, Cristian Alexandru Cindrea, Cosmin Iosif Trebuian, Carmen Williams, Maria Sutoi, Adina Maria Marza, Florina Buleu, Bogdan Chiu, George Marin, Vlad Mulcutan Chis, Ionut Dudau, Darie Luca Sabau, Ovidiu Alexandru Mederle","doi":"10.2147/AMEP.S509297","DOIUrl":"10.2147/AMEP.S509297","url":null,"abstract":"<p><strong>Background and objectives: </strong>Medical workshops serve as interactive learning sessions that allow medical students to apply their extensive theoretical knowledge in a structured, low-stress environment. This study aimed to evaluate the impact of a self-developed multidisciplinary workshop on participants' self-reported confidence, teamwork, leadership skills, and theoretical knowledge acquisition.</p><p><strong>Methods: </strong>The present study gathered data from 100 participants. Two surveys, each comprising three sections, were administered: a multiple-choice questionnaire (MCQ), with distinct versions for pre- and post-workshop assessment; a self-confidence questionnaire; and a non-technical skills questionnaire structured using a Likert-scale format.</p><p><strong>Results: </strong>Regarding self-assessed confidence, significant increases were observed across all workshop stations (p < 0.001, Wilcoxon signed-rank test), with all effect sizes classified as large (Cohen's d > 0.8). In terms of theoretical knowledge, students demonstrated substantial improvement, with the median score increasing from 5.92 to 8.2, and no significant differences identified between study years (p = 0.895). Non-technical skills, including teamwork and leadership, were assessed using two questions each, revealing a statistically significant improvement in pre- and post-intervention (p < 0.001) with large effect sizes.</p><p><strong>Conclusion: </strong>This study demonstrated that the one-day multidisciplinary workshop increases medical students' confidence by refining their communication skills, broadening their understanding of different roles in healthcare, and improving their ability to collaborate effectively.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"401-410"},"PeriodicalIF":1.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11955773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143753743","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 Use of Peer Teaching in the Online Clinical PBL: The Medical Students' Perspectives [Response to Letter].","authors":"Gustavo Salata Romão, Sheyla Ribeiro Rocha, Milton Faria Junior, Marina de Toledo Durand, Reinaldo Bulgarelli Bestetti","doi":"10.2147/AMEP.S525312","DOIUrl":"https://doi.org/10.2147/AMEP.S525312","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"399-400"},"PeriodicalIF":1.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11913024/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651402","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}
Mark Guadagnoli, Whitney Elks, Kencie Ely, Abigail W Cheng, Kavita Batra, Charles Randolph St Hill
{"title":"\"Good, Better, How\" Educational Intervention: Potential Benefits of Utilizing Feedback in General Surgery; Sequential Mixed-Methods Study of an Educational Intervention.","authors":"Mark Guadagnoli, Whitney Elks, Kencie Ely, Abigail W Cheng, Kavita Batra, Charles Randolph St Hill","doi":"10.2147/AMEP.S487038","DOIUrl":"https://doi.org/10.2147/AMEP.S487038","url":null,"abstract":"<p><strong>Background: </strong>Feedback is acknowledged as a necessity for effective learning and performance improvement. However, it has been shown to have variable effects on subsequent performance. This study introduces the \"Good, Better, How\" (GBH) framework for providing and receiving effective feedback in surgical training.</p><p><strong>Methods: </strong>Surgery residents, fellows and faculty at a single institution completed pre- and post-educational intervention surveys, attended a GBH educational intervention, and participated in focus groups. Survey results were analyzed quantitatively and qualitatively.</p><p><strong>Results: </strong>Survey analysis showed significant (p<0.05) positive changes from using the GBH method, and rated the GBH method very favorably (average score: 8.03/10), suggesting a positive paradigm shift from previous feedback methods used in surgical education. Dominant focus group themes included phrases such as \"positive culture\", \"systematic\", and \"useful\".</p><p><strong>Conclusion: </strong>Despite implementation challenges, the GBH feedback system shows promise for enhancing surgical education and may contribute to improved patient outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"381-398"},"PeriodicalIF":1.8,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11910930/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651381","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":"Experience of Nurses with Educator Role in Selected Hospitals of Indonesia: Phenomenological Study.","authors":"Cicilia Ika Wulandari, Hanny Handiyani, Enie Novieastari, Diantha Soemantri, Ichsan Rizany","doi":"10.2147/AMEP.S480115","DOIUrl":"https://doi.org/10.2147/AMEP.S480115","url":null,"abstract":"<p><strong>Background: </strong>Competence of nurse educators in several countries is still unclear. In fact, nurse educators have a role in improving the knowledge and skills of nurses and students so that they can provide nursing services in a variety of situations. Moreover, absence of competency list attributed to lack of recognitions and various terminologies, which also less logical.</p><p><strong>Objective: </strong>This study aims to explore the perceptions and experiences of nurse educators in exercising their educational competencies in hospitals.</p><p><strong>Methods: </strong>This study uses a qualitative method of phenomenological study approach. The research was carried out in two hospitals: Universitas Indonesia Hospital and Persahabatan Central General Hospital, involving sixteen nurse educators. Thematic analysis was conducted to identify recurring patterns and themes in the data.</p><p><strong>Results: </strong>The thematic analysis revealed five overarching themes: 1) Requirements to become a nurse educator, 2) Specific competencies needed for nurse educators, 3) Unclear nurse educator programs, 4) Nurses' perceptions of professionalism and managerial support, and 5) Expectations for clear career paths for nurse educators.</p><p><strong>Conclusion: </strong>This study underlines the existence of nurse educators' expectations for a clear career path. The importance of clear qualifications to become a nurse educator. Nurse educator programs also require support from hospital management.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"371-380"},"PeriodicalIF":1.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651399","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 Use of Peer Teaching in the Online Clinical PBL: The Medical Students' Perspectives [Letter].","authors":"Manal Dahir, Larissa Catherine Berry, Subhan Shahzad Khan","doi":"10.2147/AMEP.S517796","DOIUrl":"10.2147/AMEP.S517796","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"369-370"},"PeriodicalIF":1.8,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11890446/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587462","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}
Hessah Alshammari, Sameerah Shaheen, Shimaa Mahmoud, Amal Al-Rabiah, Khaleel Alyahya
{"title":"Evaluating the Transformative Impact of Online Education on Medical Student Learning Outcomes [Response to Letter].","authors":"Hessah Alshammari, Sameerah Shaheen, Shimaa Mahmoud, Amal Al-Rabiah, Khaleel Alyahya","doi":"10.2147/AMEP.S524848","DOIUrl":"10.2147/AMEP.S524848","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"367-368"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11887489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587439","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}
Fareeda Mukhtar, Mohammed F Shaheen, Abdulrahman Y Alhabeeb, Muhammad Zafar, Khaled Alkattan
{"title":"Impact of Simulation-Based Surgical Training in Laparoscopy on Satisfaction Level and Proficiency in Surgical Skills.","authors":"Fareeda Mukhtar, Mohammed F Shaheen, Abdulrahman Y Alhabeeb, Muhammad Zafar, Khaled Alkattan","doi":"10.2147/AMEP.S492321","DOIUrl":"10.2147/AMEP.S492321","url":null,"abstract":"<p><strong>Introduction: </strong>The adoption of laparoscopic surgery has significantly transformed surgical practice. However, mastering these techniques requires specialized training. In Saudi Arabia, the level of proficiency in laparoscopic skills among General Surgery (GS) trainees is not well-documented. This study aims to assess GS residents' satisfaction with their laparoscopic training, self-appraise their proficiency, and objectively evaluate their skills using the Fundamentals of Laparoscopic Surgery (FLS) test.</p><p><strong>Methods: </strong>This cross-sectional study, approved by the Institutional Review Board and funded by Alfaisal University, took place between October 2021 and May 2023. It involved a two-part approach: an online survey and objective FLS testing. The survey, distributed to GS residents in seven government hospitals in Riyadh, captured self-reported satisfaction and subjective proficiency data. Subsequently, residents who volunteered for FLS testing were objectively assessed using standardized criteria.</p><p><strong>Results: </strong>Of 195 residents, 70 (36%) responded to the survey. Satisfaction with academic teaching and hands-on training in laparoscopic surgery was low (24% and 44%, respectively), while 62% were satisfied with case volume. Self-assessed proficiency was higher for basic skills than for advanced skills like extra-corporeal and intracorporeal knotting. Only a third had been exposed to laparoscopic trainers, and 14.3% had FLS certification prior. Fourteen residents participated in FLS testing, revealing a 36% failure rate in task completion. Prior simulation practice or laparoscopic training certification significantly improved performance (p<0.001), reflected by achieving higher scores and passing FLS proficiency scores.</p><p><strong>Conclusion: </strong>Despite satisfaction with exposure to laparoscopic surgeries, the study highlights a considerable gap in satisfaction and proficiency among GS residents in Saudi Arabia, particularly in advanced laparoscopic skills. The positive impact of simulation-based practice and laparoscopic training certification underscores the need for structured training programs. Addressing these gaps, through integrating comprehensive simulation-based programs and promoting laparoscopic skill certification, is crucial for enhancing surgical education and training outcomes.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"357-366"},"PeriodicalIF":1.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11880681/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143568409","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}
Mohammed Hassan Moreljwab, Amani Mahmoud Fadul Mokhtar, Eltayeb Abdelazeem Idress, Aziza Ibrahim Mohamed, Abdulelah K Alanazi, Amany Sobhy Youssef Hassan, Mohammed Fayez J Alharbi, Khalid Mohamed Adam
{"title":"Challenges and Difficulties During the Nursing Internship Program Using 5 Domains: A Cross-Sectional Study.","authors":"Mohammed Hassan Moreljwab, Amani Mahmoud Fadul Mokhtar, Eltayeb Abdelazeem Idress, Aziza Ibrahim Mohamed, Abdulelah K Alanazi, Amany Sobhy Youssef Hassan, Mohammed Fayez J Alharbi, Khalid Mohamed Adam","doi":"10.2147/AMEP.S466735","DOIUrl":"https://doi.org/10.2147/AMEP.S466735","url":null,"abstract":"<p><strong>Background: </strong>The internship period for nursing students; the period of transition from nursing students to professional nurses who could work at different health organizations. Whereas the intern nurses were nurses who had achieved the required courses within the nursing department program and ready to join the internship nurses' program. Hence, it is of paramount importance to gain experience with various nursing skills, but it faces many obstacles and challenges including but not limited to organizing movement between departments and units, communicating with practitioners, and follow-up and coordination between colleges and hospitals. The current study aimed to assess the challenges and difficulties during the nursing internship program.</p><p><strong>Methods: </strong>A cross-sectional descriptive study was carried out in the Asir region of Saudi Arabia, which included four hospitals. The study adopted the convenient sampling method accordingly, the number of participants was 112 (19 intern nurses (the trainees), 93 preceptors (trainers)). The data was collected through a questionnaire designed by the researcher and reviewed by the study team. The questionnaire consists of 5 domains (administrative procedures, organizational procedures, nursing procedures, challenges faced by the preceptors, and communication barriers).</p><p><strong>Results: </strong>The results of the study in general showed most of the participants strongly agreed with the administrative procedures average (Mean 4.45), for the rest of the other four domains the participants agreed on the average range (Mean 4.0-4.1).</p><p><strong>Conclusion: </strong>The overall high scores across domains reflect a generally well-received training program, with strong administrative and regulatory procedures. The preceptors' impression of the administrative procedures during the internship was very good (Mean 4.45), however, they faced difficulties in nursing procedures, especially regarding assigning non-nursing tasks to the interns' nurse, as well as barriers in communication due to the busyness of trainers.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"341-355"},"PeriodicalIF":1.8,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11872059/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543792","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}
Karl Aharonian, Maggie Sanders, Tal Schlesinger, Victoria Winter, Edward Simanton
{"title":"Predictive Validity of Preclerkship Performance Metrics on USMLE Step 2 CK Outcomes in the Step 1 Pass/Fail Era.","authors":"Karl Aharonian, Maggie Sanders, Tal Schlesinger, Victoria Winter, Edward Simanton","doi":"10.2147/AMEP.S505612","DOIUrl":"https://doi.org/10.2147/AMEP.S505612","url":null,"abstract":"<p><strong>Purpose: </strong>With the transition of USMLE Step 1 to pass/fail, Step 2 CK has become a critical factor in residency selection. This study evaluates the predictive value of preclinical academic metrics for Step 2 CK outcomes to help students assess their metrics for residency before starting clerkships.</p><p><strong>Methods: </strong>We analyzed data from 58 students at the Kirk Kerkorian School of Medicine at UNLV. Academic metrics included MCAT scores, NBME-style Phase 1 exam performance, and CBSE scores. Pearson correlation coefficients were calculated between each predictor and Step 2 CK scores. Binary logistic regression was used, with Step 2 CK upper quartile (score >255) as the dependent variable and thresholds for each predictor as independent variables.</p><p><strong>Results: </strong>MCAT scores showed a moderate positive correlation with Step 2 CK (r=0.37, p=0.004). Students scoring >510 on the MCAT were significantly more likely to achieve >255 on Step 2 CK. Phase 1 NBME exam performance had the strongest correlation (r=0.67, p<0.0001), with students scoring above the national mean on >75% of exams more likely to achieve >255. While CBSE scores showed a similar correlation (r=0.67, p<0.0001), logistic regression analysis revealed that their predictive ability was less consistent for students in the middle performance range, indicating variability in classification utility.</p><p><strong>Conclusion: </strong>Preclinical NBME exam performance emerged as the strongest predictor of Step 2 CK success in our cohort, with MCAT and CBSE scores offering additional, though less robust, predictive value. These findings highlight the importance of early academic guidance to optimize residency preparedness and provide actionable insights for students assessing their readiness within the new Step 1 pass/fail framework. Further multi-institutional research is warranted to validate and generalize these results.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"323-330"},"PeriodicalIF":1.8,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11871918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543795","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}