Advances in Medical Education and Practice最新文献

{"title":"Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students’ Perspectives [Letter]","authors":"Mohammad Eisa Ali, Maleeha Pandit, Mohammad Motassam Ali","doi":"10.2147/amep.s491808","DOIUrl":"https://doi.org/10.2147/amep.s491808","url":null,"abstract":"Letter for the article Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students’ Perspectives","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"101 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207940","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":"Development, Implementation, and Assessment of an Online Modular Telehealth Curriculum for Health Professions Students [Letter]","authors":"Mohammed Hasan Qureshi, Annabel Brewis, Sahana Gopalamurugan","doi":"10.2147/amep.s493597","DOIUrl":"https://doi.org/10.2147/amep.s493597","url":null,"abstract":"Letter for the article Development, Implementation, and Assessment of an Online Modular Telehealth Curriculum for Health Professions Students","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"424 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207939","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":"Response to “Social Media Usage and Academic Performance Among Medical Students in Medina, Saudi Arabia” [Letter]","authors":"Ibrahim Belal, Sajjad Hassam, Ameer Mirza","doi":"10.2147/amep.s490022","DOIUrl":"https://doi.org/10.2147/amep.s490022","url":null,"abstract":"Letter for the article Social Media Usage and Academic Performance Among Medical Students in Medina, Saudi Arabia","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226569","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":"Competency of Nurses on Electrocardiogram Monitoring and Interpretation in Selected Hospitals of Al-Ahsa, Saudi Arabia","authors":"Sahbanathul Missiriya Jalal","doi":"10.2147/amep.s469116","DOIUrl":"https://doi.org/10.2147/amep.s469116","url":null,"abstract":"<strong>Purpose:</strong> The ability of healthcare nurses to monitor and interpret electrocardiograms (ECGs) is essential for the identification of heart-related abnormalities and rapid treatment initiation. Lack of expertise of nurses in this competency may cause confusion and complications. The aims of this study were to assess the competency levels of nurses in monitoring and interpreting ECGs and to associate the knowledge with the demographic variables.<br/><strong>Patients and Methods:</strong> A descriptive cross-sectional study design was used. A total of 156 nurses were selected from five hospitals located in Al-Ahsa, Saudi Arabia by computer generated simple randomization. A structured self-administered tool for knowledge and observational checklist for skills regarding ECG monitoring and interpretation was used. Tool validity and reliability were tested. Descriptive and inferential statistics, including the mean, standard deviation, and chi-square test, were applied. Statistical significance was set at p &lt; 0.05.<br/><strong>Results:</strong> Mean participant age was 32.59 ± 5.35 years, 30% of nurses had adequate knowledge, and the overall mean score was 17 ± 3.97. Seventy-two (46.2%) nurses correctly interpreted the ECG axis, and 76 (48.7%) could identify the Q-T interval on ECG strips. Significant associations of nurse knowledge level were detected with age (p &lt; 0.0208), education (p &lt; 0.0001), experience (p &lt; 0.0001), nationality (p &lt; 0.0002), and hospital type (p &lt; 0.0018).<br/><strong>Conclusion:</strong> Most nurses had a low level of expertise in interpreting ECGs, and it will be crucial for them to improve their competence. Adequate training on ECG interpretation will enhance the proficiency of nurses and help provide appropriate care and life-saving measures to patients in emergency situations.<br/><br/><strong>Keywords:</strong> cardiac diseases, competency, ECG interpretation, electrocardiogram, nurses<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"251 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207941","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":"Pre-Admission Standardized Tests and the Relationship with Anesthesiologist Assistant Student Performance: A Retrospective Analysis","authors":"Katherine S Monroe, Lindsey Amerson, William Bundy, Yulanda Greene, Gregory Jarvis, Jennifer Stever, Gaurav P Patel","doi":"10.2147/amep.s480696","DOIUrl":"https://doi.org/10.2147/amep.s480696","url":null,"abstract":"<strong>Background:</strong> The Anesthesiologist Assistant (AA) profession is gaining popularity, and as such, the number of applicants and the number of AA programs are also increasing. There is no published data on what makes a good AA student – multiple studies exist in this regard for anesthesiology residents and medical students. The Medical College Admissions Test (MCAT) and the Graduate Record Examination (GRE) have shown to have some correlation with student success in other health professions. There is no data to suggest that they can indicate potential success or academic problems during AA school. As such, this study evaluated the impact of these standardized test scores and student success in both the preclinical and clinical curricula at the Emory AA program.<br/><strong>Methods:</strong> A retrospective analysis of MCAT scores and GRE scores was performed. 2-tailed Pearson coefficients were calculated to see if there was a relationship between higher MCAT and GRE scores and performance in our program.<br/><strong>Results:</strong> 2- tailed Pearson coefficients showed a moderately strong correlation between MCAT scores and our AA program’s science curriculum. There was a weak correlation as well between GRE scores here. The correlation dropped slightly for the MCAT and performance during our clinical curriculum, and a similar drop was noted for the GRE.<br/><strong>Discussion:</strong> Our study shows that the MCAT appears to more strongly correlated with better performance in both the science curriculum of our program and also with our clinical program. The study likely implies that the MCAT appears to be a better gauge as to how a student will do in an AA program in comparison to the GRE. Further studies are needed to understand how to appropriately admit students who will successfully complete the rigorous AA program curriculum both at Emory and beyond.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"34 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226570","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":"Needs Assessment for a Leadership Course in Saudi Medical Schools: The Student Perspective.","authors":"Mohammed Alblihed, Haitham Alzghaibi","doi":"10.2147/AMEP.S457187","DOIUrl":"10.2147/AMEP.S457187","url":null,"abstract":"<p><strong>Introduction: </strong>Leaders in healthcare no longer need to hold formal management positions; instead, leadership is perceived to be the responsibility of all healthcare professionals. Despite changes in curricula and teaching design, however, this review of the content taught in medical colleges in Saudi Arabia reveals a lack of leadership and a failure to equip young graduates to compete on the global stage. Medical students need leadership skills for patient care, cooperation, and navigating the complex healthcare system. Clinical management skills in hospitals require these talents also. The complexity of healthcare and the impact healthcare executives have on people's lives highlight the importance of these skills. Thus, healthcare practitioners must develop non-technical skills like proactivity, motivation, and change management to lead across professional boundaries and negotiate the increasingly complex healthcare landscape.</p><p><strong>Methods: </strong>This cross-sectional study combines a quantitative approach with a self-administered questionnaire-based survey. The sampling procedure is a non-probability convenience technique, adapted for 700 male and female undergraduate medical students from four medical colleges.</p><p><strong>Results: </strong>Of the students, 75.46% had minimal leadership experience and 22.69% had some leadership experience; 3.02% of 464 students considered themselves highly experienced in leadership.</p><p><strong>Conclusion: </strong>As the needs assessment and other relevant factors show, leadership should be introduced as a skilled subject. There will always be a growing demand for competent medical graduates, who are capable of becoming future leaders. Although elementary leadership concepts remain fundamentally the same, curricular development must focus on the needs of society and stakeholders.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"801-813"},"PeriodicalIF":1.8,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11380845/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156353","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":"Mohammad Eisa Ali, Maleeha Pandit, Mohammad Motassam Ali","doi":"10.2147/AMEP.S487726","DOIUrl":"10.2147/AMEP.S487726","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"797-798"},"PeriodicalIF":1.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11370761/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126959","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":"Knowledge of Antibiotic Use and Resistance Among Medical Students in Saudi Arabia [Response to Letter].","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.S492149","DOIUrl":"https://doi.org/10.2147/AMEP.S492149","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"799-800"},"PeriodicalIF":1.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11370773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142126960","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":"Reflecting on Experiences of Senior Medical Students' External Clinical Teaching Visits in General Practice Placements: A Pilot Study [Response to Letter].","authors":"Shaoting Feng, Daya Yang, Kunsong Zhang, Denise Joy Findlay, Ming Kuang, Haipeng Xiao, Dan Xu","doi":"10.2147/AMEP.S489298","DOIUrl":"https://doi.org/10.2147/AMEP.S489298","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"795-796"},"PeriodicalIF":1.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11368148/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142120886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Clinically Immersive Medical Innovation Program for US MD Students: Curricular Description and Program Outcomes.","authors":"David A Zarrin, Li Zhou","doi":"10.2147/AMEP.S450781","DOIUrl":"10.2147/AMEP.S450781","url":null,"abstract":"<p><strong>Background: </strong>There is growing need for physician-innovators to address the mounting challenges within the US healthcare system. Despite this, there remains a significant gap in understanding of the efficacy of innovation programs for US MD candidates. We present initial program outcomes of a novel, clinically immersive medical innovation program offered to MD candidates at the David Geffen School of Medicine (DGSOM) at UCLA.</p><p><strong>Methods: </strong>A novel clinically immersive medical innovation curriculum was developed based on existing and reputable medical innovation frameworks and tailored for medical students. Curricular topics broadly included clinical ethnography, interviewing techniques, mind mapping, needs formulation and prioritization, quality improvement, intellectual property, reimbursement pathways, solution landscaping and prioritization, regulatory processes. The program was trialed during an unscheduled summer with voluntary enrollees from DGSOM Class of 2024. The traditional four-level Kirkpatrick model was employed to assess program outcomes.</p><p><strong>Results: </strong>Program outcomes were positive on all four Kirkpatrick levels. Students rated enjoyment at 9.5/10 for lectures and 9.1/10 for clinical immersion. Student-perceived confidence in key skills increased by 43%, and 75% of faculty directly perceived improvement in ethnographic skills. Students were highly engaged in both didactics and clinical immersion, discovering on average 2.6 faculty-verified needs per week. Faculty largely felt their students discovered important unmet clinical needs and added value to their clinical practice.</p><p><strong>Conclusion: </strong>We developed and trialed a novel clinically immersive medical innovation curriculum tailored for medical students. This program achieved positive outcomes on all four levels of the Kirkpatrick model. Our findings have driven the local adoption of this program into our institution's medical school curriculum. We hope that the program efficacy demonstrated herein catalyzes more institutions to trial similar medical innovation programs.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"783-793"},"PeriodicalIF":1.8,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11365493/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113405","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}