Advances in Medical Education and Practice最新文献

{"title":"Preparing Institutions to Implement Harmonized Medicine and Nursing Curricula Through the Use of Cross-Institutional Faculty Developers","authors":"Doreen Anna Mloka, Francis Sakita, Irene Kida Minja, Haruna Dika, Edith AM Tarimo, Nathanael Sirili, Lillian Teddy Mselle, Rodrick Richard Kisenge, Philip Sasi, Livuka Nsemwa, Delfina R Msanga, Einoti Yohana Matayan, Nicholaus Bartholomeo Ngowi, Mainen Julius Moshi, John Bartlett, Sarah B Macfarlane, Ephata Kaaya, Patricia S O'Sullivan","doi":"10.2147/amep.s441090","DOIUrl":"https://doi.org/10.2147/amep.s441090","url":null,"abstract":"<strong>Background:</strong> Effective implementation of new curricula requires faculty to be knowledgeable about curriculum goals and have the appropriate pedagogical skills to implement the curriculum, even more so if the new curriculum is being deployed at multiple institutions. In this paper, we describe the process of creating a common faculty development program to train cross-institutional faculty developers to support the implementation of national harmonized medicine and nursing curricula.<br/><strong>Methods:</strong> A five-step approach was used, including a cross-institutional needs assessment survey for faculty development needs, the development of a generic faculty development program, the identification and training of cross-institutional faculty educators, and the implementation of cross-institutional faculty capacity-building workshops.<br/><strong>Results:</strong> A list of common cross-cutting faculty development needs for teaching and learning was identified from the needs assessment survey and used to develop an accredited, cross-institutional faculty development program for competency-based learning and assessment. A total of 24 cross-institutional faculty developers were identified and trained in 8 core learning and assessment workshops. A total of 18 cross-institutional and 71 institutional workshops were conducted, of which 1292 faculty members and 412 residents were trained, and three cross-institutional educational research projects were implemented.<br/><strong>Conclusion:</strong> The success attained in this study shows that the use of cross-institutional faculty developers is a viable model and sustainable resource that can be used to support the implementation of harmonized national curricula.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925310","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":"Beyond the Individual: A Multidisciplinary Model for Critical Thinking in the Intensive Care Unit","authors":"Sugeet K Jagpal, Abdullah Alismail, Erica Lin, Lauren Blackwell, Nayla Ahmed, May M Lee, Jared Chiarchiaro","doi":"10.2147/amep.s429982","DOIUrl":"https://doi.org/10.2147/amep.s429982","url":null,"abstract":"<strong>Abstract:</strong> Health profession educators readily identify with the goal of fostering healthcare providers who are critical thinkers focused on quality patient care. In the following paper, we aim to delve into critical thinking at the team level and help educators begin the process of creating a shared mental model focusing on cognition to identify gaps and opportunities for growth in their trainees. We will distinguish between microcognition (an individual’s own critical thinking process in a controlled environment), macrocognition (critical thinking process in a real-world environment), and team cognition (the interaction and relationship among team members to augment macrocognition). A common case example will be used to guide the discussion as well as provide a model framework to be used for clinician educators in the future.<br/><br/><strong>Keywords:</strong> medical education, cognition, shared mental models, clinician educators<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925482","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":"Comparing the Performance of ChatGPT-4 and Medical Students on MCQs at Varied Levels of Bloom’s Taxonomy","authors":"Ambadasu Bharatha, Nkemcho Ojeh, Ahbab Mohammad Fazle Rabbi, Michael H Campbell, Kandamaran Krishnamurthy, Rhaheem NA Layne-Yarde, Alok Kumar, Dale CR Springer, Kenneth L Connell, Md Anwarul Azim Majumder","doi":"10.2147/amep.s457408","DOIUrl":"https://doi.org/10.2147/amep.s457408","url":null,"abstract":"<strong>Introduction:</strong> This research investigated the capabilities of ChatGPT-4 compared to medical students in answering MCQs using the revised Bloom’s Taxonomy as a benchmark.<br/><strong>Methods:</strong> A cross-sectional study was conducted at The University of the West Indies, Barbados. ChatGPT-4 and medical students were assessed on MCQs from various medical courses using computer-based testing.<br/><strong>Results:</strong> The study included 304 MCQs. Students demonstrated good knowledge, with 78% correctly answering at least 90% of the questions. However, ChatGPT-4 achieved a higher overall score (73.7%) compared to students (66.7%). Course type significantly affected ChatGPT-4’s performance, but revised Bloom’s Taxonomy levels did not. A detailed association check between program levels and Bloom’s taxonomy levels for correct answers by ChatGPT-4 showed a highly significant correlation (p&lt; 0.001), reflecting a concentration of “remember-level” questions in preclinical and “evaluate-level” questions in clinical courses.<br/><strong>Discussion:</strong> The study highlights ChatGPT-4’s proficiency in standardized tests but indicates limitations in clinical reasoning and practical skills. This performance discrepancy suggests that the effectiveness of artificial intelligence (AI) varies based on course content.<br/><strong>Conclusion:</strong> While ChatGPT-4 shows promise as an educational tool, its role should be supplementary, with strategic integration into medical education to leverage its strengths and address limitations. Further research is needed to explore AI’s impact on medical education and student performance across educational levels and courses.<br/><br/><strong>Keywords:</strong> artificial intelligence, ChatGPT-4’s, medical students, knowledge, interpretation abilities, multiple choice questions<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925350","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":"The Tensegrity Curriculum: A Comprehensive Curricular Structure Supporting Cultural Humility in Undergraduate Medical Education","authors":"Anne C Jones, Kristin N Bertsch, Deborah Williams, Millicent King Channell","doi":"10.2147/amep.s442569","DOIUrl":"https://doi.org/10.2147/amep.s442569","url":null,"abstract":"<strong>Abstract:</strong> Due to growing health disparities in underserved communities, a comprehensive approach is needed to train physicians to work effectively with patients who have cultures and belief systems different from their own. To address these complex healthcare inequities, Rowan-Virtua SOM implemented a new curriculum, The Tensegrity Curriculum, designed to expand beyond just teaching skills of cultural competence to include trainees’ exploration of cultural humility. The hypothesis is that this component of the curriculum will mitigate health inequity by training physicians to recognize and interrupt the bias within themselves and within systems. Early outcomes of this curricular renewal process reveal increased student satisfaction as measured by course evaluations. Ongoing course assessments examine deeper understanding of the concepts of implicit bias, social determinants of health, systemic discrimination and oppression as measured by performance on graded course content, and greater commitment to continual self-evaluation and critique throughout their careers as measured by course feedback. Structured research is needed to understand the relationship between this longitudinal and integrated curricular design, and retainment or enhancement of empathy during medical training, along with its impact on health disparities and community-based outcomes.<br/><br/><strong>Keywords:</strong> health equity, cultural competency, bias, implicit, social determinants of health, Osteopathic medicine, diversity, equity, inclusion<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140828794","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":"E-Learning Experiences Among Nursing Students: A Scoping Review","authors":"Adam Marawa'a","doi":"10.2147/amep.s453153","DOIUrl":"https://doi.org/10.2147/amep.s453153","url":null,"abstract":"<strong>Background:</strong> Electronic learning (e-learning) is a broader approach to learning that opens up new avenues for studying and teaching in many sectors of education outside of the standard classroom setting. This paper might enhance cultural competence among nursing students and the perspective of the lecturer.<br/><strong>Methods:</strong> Literature databases of Cinahl “Ebsco”, Pubmed, and Science Direct were searched, and 326 potentially relevant nursing research articles were reviewed between 2017 and 2022. Fourteen papers were found to meet the inclusion criteria.<br/><strong>Results:</strong> Fourteen articles were included for scoping review, themes include blended E-learning, nursing students’ e-learning readiness, and The challenges with the E-learning system. First: Blended learning may be a beneficial educational strategy in nursing education but it also requires a cautious and carefully planned approach with sufficient time for each student. Second: E-readiness is an important component of academic success, and prospective e-learning users’ capacity to use a new learning environment, as well as alternative technologies, is referred to as e-learning readiness. In addition, continuous readiness assessment is required to ensure the successful deployment of e-learning. Thirdly, Accessibility is the most significant challenge students experience; many other issues also challenge e-learning, such as Infrastructure, Ineffective Time Management, and a lack of Instant Communication.<br/><strong>Conclusion:</strong> E-learning, on the other hand, can provide an alternate mode of education, blended learning Proven to be effective as a modern learning method, students’ e-learning readiness was a significant predictor of their satisfaction and motivation in the classroom, there are still concerns about the instructional veracity of e-Learning, as well as how to analyze and overcome hurdles and fears in e-Learning.<br/><strong>Implications:</strong> Specialized implications for practical ramifications include strategic management planning, curriculum enhancement, and raising standards at the lecturer level in several specific areas.<br/><br/><strong>Plain Language Summary:</strong> Blended learning has a significant impact on enhancing the learning process by combining instructional strategies to boost student outcomes and motivation.Success requires strategic planning, faculty development, and embracing digital resources. Access to the Internet, hardware, and regular training facilitate effective e-learning.The study emphasizes the significance of taking learning styles and student requirements into account during the course development process. Future research should investigate the cost-effectiveness of integrated nursing courses and broaden their application to all levels of nursing education.This review will contribute to the incorporation of blended learning, which facilitates the transition of nursing students to competency-based","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140842427","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":"The Impact of an Educational Intervention on Enhancing Clinical Knowledge of Physicians and Pharmacists Regarding Statins and Monitoring Parameters: The Experience of a Tertiary Teaching Hospital","authors":"Fahmi Y Al-Ashwal, Syed Azhar Syed Sulaiman, Siti Maisharah Sheikh Ghadzi, Sabariah Noor Harun, Abdulsalam Halboup, Mohammed Abdullah Kubas","doi":"10.2147/amep.s445610","DOIUrl":"https://doi.org/10.2147/amep.s445610","url":null,"abstract":"<strong>Introduction:</strong> Understanding the latest guideline recommendations is crucial for healthcare professionals to apply statin therapy effectively. Thus, the purpose of this study was to evaluate the efficacy of an educational intervention in enhancing the awareness and understanding of physicians and pharmacists concerning risk assessment of Atherosclerotic cardiovascular disease (ASCVD) and the role of statin therapy.<br/><strong>Methods:</strong> This pre- and post-intervention study was conducted in Sana’a, Yemen’s capital city, at the University of Science and Technology Hospital. The study was done between 11/2021-12/2021, and two separate educational sessions were ‎held. The McNemar’s test and Wilcoxon signed-rank test were employed as necessary.<br/><strong>Results:</strong> Participants’ awareness of the Framingham CVD risk calculator improved significantly from 40.4% pre-intervention to 78.7% post-intervention. Similarly, understanding of the parameters used in the 10-year ASCVD Risk calculator rose from 46.8% pre-intervention to 76.6% post-intervention. The ability to identify high, moderate, and low-intensity statin therapy, for instance, increased from 34% to 63.8% post-intervention. Regarding statins’ contraindications, safety, and efficacy monitoring parameters, pre-intervention knowledge was unsatisfactory, and the educational intervention improved it significantly (p &lt; 0.05). For physicians, the median ASCVD risk assessment knowledge score was significantly improved from ‎‎ 4 (IQR = 3– 5) pre-intervention to 7 (6.25– 8) immediately post-intervention, while the statin therapy clinical knowledge median score ‎significantly improved from 3 (1.25– 6.5) to 9 (7.25– 14.75) post-education intervention, p-values were 0.002 and 0.003; respectively. For pharmacists, a similar significant improvement (<em>p</em> &lt; 0.05) in the overall knowledge scores for both ASCVD risk ‎assessment and statin therapy was noted.<br/><strong>Conclusion:</strong> The educational intervention improved participants’ knowledge of statin therapy and ASCVD risk assessment. Therefore, further education lectures and training programs through continuing ‎medical ‎education on the up-to-date guidelines’ recommendations should be regularly implemented to raise ‎awareness and improve ‎the clinical knowledge and appropriateness of statins use in clinical settings.‎<br/><br/><strong>Keywords:</strong> educational intervention, statins, monitoring parameters, ASCVD risk ‎assessment, physicians, pharmacists, risk assessment, Yemen<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140808697","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":"Health Care Clinical Preceptors’ Attitudes Towards Interprofessional Education in Saudi Arabia: A Cross-Sectional Study","authors":"Ziyad F Al Nufaiei, Amr A Bukhari, Nawaf A Abalkhail, Raif M Melebari, Reem Alluhibi, Raid M Al Zhranei, Fahad Allhadian, Faisal A Turkestani, Maher Alsulami, Khalid M Alshamrani, Emad I Abdelrahman, Genevieve P Zipp","doi":"10.2147/amep.s451938","DOIUrl":"https://doi.org/10.2147/amep.s451938","url":null,"abstract":"<strong>Introduction:</strong> IPE fosters a dynamic learning environment that may promote students’ knowledge, abilities, and collaborative approach towards addressing challenging clinical circumstances. While much has been reported in the literature regarding these diverse IPE learning environments, limited information exists regarding clinical preceptors’ attitude and perceptions of IPE, especially in Saudi Arabia. Given the impact clinical preceptors have on the formation of healthcare students exploring their perceptions, which may impact their actions is imperative.<br/><strong>Methodology:</strong> The study focused on understanding the attitudes and perceptions of clinical preceptors towards IPE in a healthcare setting in Saudi Arabia. The study was conducted in Saudi Arabia. Data was collected via Email letter of solicitation (LOS) which included a link to the Readiness for Interprofessional Learning Scale (RIPLS) survey. The LOS was sent to all the health care programs in Saudi Arabia.<br/><strong>Results:</strong> The study surveyed 182 clinical preceptors. The findings revealed consistent favorable opinions towards “Teamwork and Collaboration”. The majority of preceptors concurred that learning alongside other students would increase students’ efficiency on healthcare teams and deepen their comprehension of clinical issues. The “Roles and Responsibilities” category, however, obtained lower ranks in general from the preceptors. Not surprising, differences in rankings were greatest between preceptors who had and did not have IPE exposure, there were significant variations in views toward “Teamwork and Collaboration”, “Negative Professional Identity”, and “Roles and Responsibilities”. Preceptors exposed to IPE showed lower median ratings for “Negative Professional Identity” and “Roles and Responsibilities” and better median scores for “Teamwork and Collaboration”.<br/><strong>Conclusion:</strong> The attitudes and perceptions of preceptors who had experienced IPE were more favorable toward IPE and thus may foster it more effectively in the students they work with. Therefore, ensuring that all preceptors are aware of and have experience with IPE is important as we seek to promote person-centered care.<br/><br/><strong>Keywords:</strong> interprofessional education, roles and responsibilities, interprofessional communication, teamwork, clinical preceptors, collaboration<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140634278","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":"The Stigma of Burnout Impeding Formal Help: A Qualitative Study Exploring Residents’ Experiences During Training","authors":"Lemmese Alwatban, Mai S Alageel, Lina A Alshehri, Norah Saud Alfehaid, Reem Abdullah Albahlal, Norah Hejji Almazrou, Raghad Almubarak","doi":"10.2147/amep.s453564","DOIUrl":"https://doi.org/10.2147/amep.s453564","url":null,"abstract":"<strong>Purpose:</strong> Burnout is an occupational stress syndrome that gives rise to emotional exhaustion (EE) depersonalization (DP) and reduced personal accomplishment (PA). Increasing rates of burnout among health care professionals has been reported globally. Saudi Arabia appears to be among the highest in prevalence with reports of higher than 70%. Medical residents in training are the highest group at risk. The literature has repeatedly linked burnout among residents with poor academic performance on training exams, impaired quality of life, career choice regret and intentions to abandon medicine. In this study, we explore the factors that contribute to resident burnout, their experiences with burnout and how they choose to mitigate it.<br/><strong>Methods:</strong> A qualitative design was used to conduct this study in the city of Riyadh, Saudi Arabia. A total of 14 residents from surgical and non-surgical programs were interviewed through in-depth interviews. Interpretive thematic analysis was used in coding and generated coding templates. Categories were repetitively reviewed and revised, expanding to include new data as it emerged and collapsing to remove redundant codes. Categories were organized into the final themes and sub-themes.<br/><strong>Results:</strong> All participants demonstrated a shared thread of shame in reaching the level of burnout. Three main interlinked themes were identified: Burnout stigma cycle, amalgamated causes of burnout and self-coping with burnout. One of the concerning findings in our study is the participants’ pursuit of self-coping strategies and the avoidance of formal help, creating a cycle of suffering in silence.<br/><strong>Conclusion:</strong> The literature has repeatedly reported high levels of burnout among residents in training. This study has added another dimension to those findings through the exploration of residents actual accounts and appears to link burnout with suboptimal training and working conditions. We have highlighted the pivotal role stigma and shame play in completely preventing residents from seeking professional help.<br/><br/><strong>Keywords:</strong> resident training, burnout, stigma, self-coping<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614567","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 Use in Respiratory Therapy Programs in Saudi Arabia: Results of a National Survey","authors":"Hajed M Al-Otaibi, Nabeela Abdullah Al-Abdullah, Abdulrahman A Naqru, Mohammed A Boukhari, Ahmed M Almohaimeed, Abdulaziz J Alzhrani","doi":"10.2147/amep.s445235","DOIUrl":"https://doi.org/10.2147/amep.s445235","url":null,"abstract":"<strong>Background:</strong> The use of simulation-based methods for teaching and learning in the education of health professions is increasing, but its prevalence in Saudi Arabia among respiratory therapy programs has yet to be investigated. The purpose of this study is to identify the use of simulation-based learning (SBL) in respiratory therapy programs in Saudi Arabia.<br/><strong>Methods:</strong> A cross-sectional study was performed by sending Google forms survey via Email to directors of respiratory therapy programs in Saudi Arabia (N=16) to evaluate how each one used simulations as an educational tool.<br/><strong>Results:</strong> The survey was returned with a total response of 12 out of all 16 program that were initially contacted (75% response rate). Among the respondents, approximately 75% of the programs are using SBL, while high-fidelity simulation is used by all programs. The present data show that 67% of the respiratory therapy programs has a space for simulation within the department, while 33% utilizes institutional simulation centers. For short simulation scenarios, debriefing is not conducted in 67% of the programs. There is acceptance by program directors that simulation hours should be counted towards clinical hours. About 67% of respondent programs have mandatory simulation learning activities, and 100% agree that simulations should be used more. However, lack of training and shortage of staff are among barriers to increase the use of SBL.<br/><strong>Conclusion:</strong> SBL is commonly used and relatively varied among respiratory therapy programs. However, it requires some improvements in several aspects, including the use of debriefing and increasing the number of properly trained staff.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140565795","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":"Cultural Appropriation for Improved Knowledge Acquisition in Medical Education","authors":"Samar Abdelazim Ahmed, Nagwa N Hegazy, Hebat Allah Ahmed Amin, Mariam IM Ismail, Yasser Fouad Alakid, Archana Prabu Kumar","doi":"10.2147/amep.s450484","DOIUrl":"https://doi.org/10.2147/amep.s450484","url":null,"abstract":"<strong>Background:</strong> Culture is an essential component that governs all aspects of human behavior. Superstition is an irrational belief observed in almost all cultures. It is linked to one or more factors like supernatural powers, good luck, bad omen, fiction, illegitimate activity, absurd narration, folk tales, or practice without any rational basis.<br/><strong>Methods:</strong> A cross-sectional social experiment was conducted to evaluate the effect of cultural appropriation as a tool to enhance medical knowledge acquisition and attitudinal development in medical education. The experiment was designed to target a non-medical population. Four superstition-oriented videos were developed with 20 scientific pieces of information related to forensic medicine. A data collection sheet was developed on Microsoft form with 16 questions was distributed on the participants.<br/><strong>Results:</strong> Out of the 986 participants, 763 (77.5%) watched the whole set of videos. About 55– 95% of responders demonstrated knowledge acquisition of all the questions. There was a statistically significant difference between those who watched the videos and those who did not. When participants were asked about the most important information they remember from the videos, their answers fell into two main categories; information related to core scientific knowledge (80% of participants) and information not related to the core knowledge (16% of respondents). The top three areas for the reasons why people wanted to watch the videos were curiosity, knowledge, and career. A change in attitudes was reported among the participants where 80% of responders demonstrated curiosity to know more about this world, 46% responders reported developing more respect for the forensic physician and 43% revealed their ignorance about this great hidden world.<br/><strong>Conclusion:</strong> Cultural appropriation could be a needed strategy to accommodate for upscale in education. Learners might validate that learning happens through a door that adopts not only honours their culture and adapts to it.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140565912","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}