Advances in Medical Education and Practice最新文献

{"title":"Designing the Future of Medical Education: The EPA Framework as a Catalyst to Inform Family Planning and Reproductive Health Fellowship Training Program in Ethiopia Medical Education: An Exploratory Sequential Mixed Method Study","authors":"Equlinet Misganaw Amare, Mekdim Tadesse Siyoum, Ferid Abbas Abubeker, Tesfaye Hurissa Tufa, Azeb Tamrat Hailemeskel","doi":"10.2147/amep.s438315","DOIUrl":"https://doi.org/10.2147/amep.s438315","url":null,"abstract":"<strong>Introduction:</strong> Entrustable Professional Activities (EPAs) are tasks or responsibilities within a specific field that can be given to a learner once they are competent to perform them independently. EPAs are being used in various specialty programs and serving as valuable tool to inform educational program. However, due to disparities in professional practice between different contexts, the automatic transfer of a set of core EPAs is not feasible. Hence, our study aims to develop an EPA framework to inform the Family Planning and Reproductive Health Fellowship Program in the local context of Ethiopia.<br/><strong>Methods:</strong> We employed an exploratory mixed-method design, which involved the collection of qualitative data using the Nominal Group Technique and quantitative data through a nationwide survey in all residency training institutions across the country. Qualitative data analysis involved several steps, including compiling a list of tasks, removing duplicate tasks, reviewing EPAs using criteria and an equal rubric tool. For quantitative data analysis, descriptive statistics, validity index analysis, and intra-class correlation coefficients, were used.<br/><strong>Results:</strong> Seven senior panelists were able to propose a total of 57 EPAs, with 17 remaining after qualitative data analysis. The panelist evaluated the relevance of each EPA in the second phase. As a result, 17 EPAs received a content validity index of &gt; 0.83, indicating satisfactory relevance. In the national survey, experts reached a high level of final agreement regarding the relevance and representativeness of all 17 EPAs (ICC = 0.815, 95% CI [0.0.756,0.865], p.0001).<br/><strong>Conclusion:</strong> The final set of 17 end-of-training EPAs is valid, acceptable and representative of the discipline, and they can be used as a framework to inform Family planning and Reproductive Health Fellowship Program in Ethiopian medical education once these core EPA statements are described in sufficient detail. This can contribute to raise the quality of training and hence the quality of patient care.<br/><br/><strong>Keywords:</strong> competencies, competency-based education, Ethiopia, EPA, reproductive health sub-specialty training<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140128818","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":"Interface Between Motivational Interviewing and Burnout","authors":"Paul J Hershberger, Stacy R Flowers, Sharlo L Bayless, Katharine Conway, Timothy N Crawford","doi":"10.2147/amep.s450179","DOIUrl":"https://doi.org/10.2147/amep.s450179","url":null,"abstract":"<strong>Background:</strong> The contemporary challenges of improving patient engagement in chronic disease management and addressing the growing problem of physician burnout are commonly viewed as separate issues. However, there is extensive evidence that person-centered approaches to patient engagement, such as motivational interviewing (MI), are associated both with better outcomes for patients and improved well-being for clinicians.<br/><strong>Methods:</strong> We conducted an exploratory survey study to ascertain whether resident physicians who perceive that they embrace and utilize the MI approach also report less burnout. A total of 318 residents in several specialties were invited via email to complete a 10-question survey about patient engagement and the experience of burnout. Frequencies and percentages were calculated for all categorical/ordinal variables to describe survey participants and question responses. Correlation coefficients were obtained to assess relationships between all burnout and engagement questions.<br/><strong>Results:</strong> A total of 79 residents completed the survey (response rate of 24.8%). There was broad agreement about the importance of patient engagement and the use of the MI approach, and approximately 60% of residents indicated that burnout was a problem. Two items related to residents’ perceived use of MI were correlated with feeling a sense of personal accomplishment, one of the protective factors against burnout.<br/><strong>Conclusion:</strong> Consistent with other studies indicating that person-centered approaches are associated both with better patient outcomes and provider wellbeing, our data suggest that residents’ self-reported use of the MI approach in patient care may be related to less burnout. It appears that training in the MI approach in graduate medical education may be simultaneously good for patient outcomes and good for resident well-being.<br/><br/><strong>Plain Language Summary:</strong> Teaching resident physicians how to take care of their own health, and how to help patients take more responsibility for their health, are typically viewed as two separate challenges. However, studies have shown that patient-centered approaches have benefits both for patient health and clinician health. In our survey of resident physicians, we found that those who say they use motivational interviewing, a patient-centered approach, also report less burnout. This means that teaching resident physicians an effective way to interact with patients is also good for the trainees’ health.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098409","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":"Factors Affecting Nursing and Midwifery Students Knowledge Regarding Preoperative Nursing Care","authors":"Rafi Alnjadat, Mohammad Etoom","doi":"10.2147/amep.s441145","DOIUrl":"https://doi.org/10.2147/amep.s441145","url":null,"abstract":"<strong>Background:</strong> Preoperative competence is a crucial aspect of nursing and midwifery students’ education to improve the quality of care and patient safety. It assists nursing and midwifery students in maintaining and enhancing their practice by determining strength and areas that should be developed.<br/><strong>Purpose:</strong> This study aims to assess the level of nursing and midwifery students’ knowledge regarding preoperative nursing care and determine the most influencing demographic variables.<br/><strong>Methods:</strong> A descriptive cross-sectional design using an online self-administered questionnaire was utilised among 202 nursing and midwifery students selected by simple random sampling. The Perceived Preoperative Nursing Care Competence Scale for Nursing students (PPreCC-NS) was used to assess the perceived preoperative nursing care competence of nursing and midwifery students. Descriptive statistics were obtained, and multiple regression was used for data analysis.<br/><strong>Results:</strong> The overall level of perceived preoperative nursing care competence was adequate 99.09 (<em>SD</em> = 10.81). The highest mean score was recorded for ability to fulfil legal responsibilities and adherence to ethical principles (<em>M</em> = 23.6, <em>SD</em> = 2.53). The lowest mean score was obtained for research and professional development (<em>M</em> = 17.6, <em>SD</em> = 2.60). The regression analysis showed that place of residency explained significantly about 4.53% of the variance in the nursing and midwifery students’ knowledge regarding preoperative nursing care, and it was the strongest predictor (<em>B</em> = 0.218, <em>p</em> = 0.002).<br/><strong>Conclusion:</strong> The perceived level of preoperative nursing care among nursing and midwifery students was found to be adequate and associated with place of residence. Future research should be conducted to explore factors affecting nursing and midwifery students’ preoperative competence in different cultures and contexts.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140055280","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":"Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students","authors":"Sateesh B Arja, Sireesha Bala Arja, Kumar Ponnusamy, Praveen Kottath Veetil, Simi Paramban, Yoshita Chandru Laungani","doi":"10.2147/amep.s453964","DOIUrl":"https://doi.org/10.2147/amep.s453964","url":null,"abstract":"<strong>Introduction:</strong> Although all residents routinely teach medical students, not all residents are involved in teaching or trained in teaching during undergraduate medical school, as accreditation bodies do not mandate the promotion of teaching skills to undergraduate medical students. With relatively inadequate formal training and residents’ intrinsic time constraints, tactically incorporating formal medical education elective experiences in medical school curricula is understandable. This study explores if medical education electives at Avalon University School of Medicine (AUSOM) can enhance medical students’ interest in teaching and research.<br/><strong>Methods:</strong> The medical education elective at AUSOM was developed to give interested medical students an elective experience. The course modules include accreditation/regulation, curriculum development, learning theories, assessments, and research methodology. Students can choose any one of the modules. We offered the medical education elective to twenty-five students in the year 2021. All of them gave feedback at the end of the elective. The data was analyzed qualitatively through framework analysis, which includes familiarization, generating initial codes, searching for themes, reviewing, and defining and naming themes.<br/><strong>Results:</strong> Different themes emerged, enhancing the interest in academic medicine, understanding research methodologies, supporting learners, and awareness of learning theories.<br/><strong>Conclusion:</strong> Doing medical education electives at AUSOM enhanced students’ interest in teaching, and students reported that they could understand research methodologies, especially those related to medical education. Medical students should have opportunities for electives in medical education, and more research is required to evaluate the effectiveness of medical education electives across medical schools.<br/><br/><strong>Keywords:</strong> medical education, electives, medical educational research, medical educators, health science students<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140055275","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 Experience of Medical Scribing: No Disparities Identified","authors":"Benjamin H Levi, Ndifreke Ekpa, Andrea Lin, Candis Watts Smith, Rebecca L Volpe","doi":"10.2147/amep.s439826","DOIUrl":"https://doi.org/10.2147/amep.s439826","url":null,"abstract":"<strong>Introduction:</strong> The chronic failure to significantly increase the number of underrepresented minorities (URM) in medicine requires that we look for new mechanisms for channelling URM students through pre-medical education and into medical school. One potential mechanism is medical scribing, which involves a person helping a physician engage in real-time documentation in the electronic medical record.<br/><strong>Methods:</strong> As a precursor to evaluating this mechanism, this survey pilot study explored individuals’ experiences working as a medical scribe to look for any differences related to URM status. Of 248 scribes, 159 (64% response rate) completed an online survey. The survey was comprised of 11 items: demographics (4 items), role and length of time spent as a scribe (2 items), and experience working as a scribe (5 items).<br/><strong>Results:</strong> The vast majority (&gt; 80%) of participants reported that working as a medical scribe gave them useful insight into being a clinician, provided valuable mentoring, and reinforced their commitment to pursue a career in medicine. The experiences reported by scribes who identified as URM did not differ from those reported by their majority counterparts.<br/><strong>Discussion:</strong> It remains to be seen whether medical scribing can serve as an effective pipeline for URM individuals to matriculate into medical school. But the present findings suggest that the experience of working as a medical scribe is a positive one for URM.<br/><br/><strong>Keywords:</strong> medical scribing, under-represented minorities, URMM, medical school, pipeline<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037654","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":"What Matters Most: Determinants Associated with the Selection of Medical Residencies in Qatar","authors":"Tanya Kane, Jason Ford, Rafif Mahmood Al Saady, Semir Vranic, Omran AH Musa, Shireen Suliman","doi":"10.2147/amep.s429758","DOIUrl":"https://doi.org/10.2147/amep.s429758","url":null,"abstract":"<strong>Purpose:</strong> There have been several studies into medical student career decision making in occidental countries (eg US, UK), but medical career selection in a Middle Eastern context has not been as well studied. This study aims to explore determinants underpinning medical students’ residency choice in Qatar.<br/><strong>Patients and methods:</strong> During the Fall semester of the 2022– 2023 academic year, all (n=358) medical students from the College of Medicine at Qatar University were invited to participate in an online explorative questionnaire about students’ career choices and the factors determining their selection.<br/><strong>Results:</strong> Of the 358 students, 184 responded (51%). Respondents had a mean age of 20 years; the majority were female (73.9%), Qatari (54.3%), unmarried (97.3%), and enrolled in a pre-clerkship year (55.0%). The most important career determinant was specialty-specific factors. The relative importance of other determinants differed by gender and stage of training. Among our respondents, male students were more likely to rate role models and influencers as being important to their choice, while female students and Qatari students overall were more likely to cite societal obligation. Medical students in Qatar seemed to have career preferences in mind upon entry into medical education. Later-year students were more likely to identify the importance of work-life balance and place of practice, but were less likely to rank prestige and income as an important determinant.<br/><strong>Conclusion:</strong> The results of this baseline study suggest that socioeconomic and cultural context influence medical student career decisions.<br/><br/><strong>Keywords:</strong> career choice, specialty selection, medical students, medical education, residency, Qatar<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140011237","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":"Overconfidence, Time-on-Task, and Medical Errors: Is There a Relationship?","authors":"Mohsin Al-Maghrabi, Silvia Mamede, Henk G Schmidt, Aamir Omair, Sami Al-Nasser, Nouf Sulaiman Alharbi, Mohi Eldin Mohammed Ali Magzoub","doi":"10.2147/amep.s442689","DOIUrl":"https://doi.org/10.2147/amep.s442689","url":null,"abstract":"<strong>Background:</strong> Literature suggest that physicians’ high level of confidence has a negative impact on medical decisions, and this may lead to medical errors. Experimental research is lacking; however, this study investigated the effects of high confidence on diagnostic accuracy.<br/><strong>Methods:</strong> Forty internal medicine residents from different hospitals in Saudi Arabia were divided randomly into two groups: A high-confidence group as an experimental and a low-confidence group acting as a control. Both groups solved each of eight written complex clinical vignettes. Before diagnosing these cases, the high-confidence group was led to believe that the task was easy, while the low-confidence group was presented with information from which it could deduce that the diagnostic task was difficult. Level of confidence, response time, and diagnostic accuracy were recorded.<br/><strong>Results:</strong> The participants in the high-confidence group had a significantly higher confidence level than those in the control group: 0.75 compared to 0.61 (maximum 1.00). However, neither time on task nor diagnostic accuracy significantly differed between the two groups.<br/><strong>Conclusion:</strong> In the literature, high confidence as one of common cognitive biases has a strong association with medical error. Even though the high-confidence group spent somewhat less time on the cases, suggesting potential premature decision-making, we failed to find differences in diagnostic accuracy. It is suggested that overconfidence should be studied as a personality trait rather than as a malleable characteristic.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922672","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":"Implementation of Problem-Based Learning in Undergraduate Medical Education in Ethiopia: An Exploratory Qualitative Study","authors":"Ali Beyene Mohammed, Robel Tezera Zegeye, Hikma Ali Dawed, Yenuse Molla Tessema","doi":"10.2147/amep.s443384","DOIUrl":"https://doi.org/10.2147/amep.s443384","url":null,"abstract":"<strong>Background:</strong> The poor quality of health professional education in Ethiopia, which was rooted in a traditional curriculum, has posed significant challenges for graduates in effectively addressing real-life health problems. In response, there has been curricular reform by adopting problem-based learning across Ethiopian medical schools. Given the dearth of literature on the topic and the significance of context in the effective implementation of problem-based learning, it is imperative to provide local institutional evidence to pinpoint critical intervention areas and support the effective implementation of problem-based learning.<br/><strong>Methods:</strong> A qualitative design based on in-depth, individual, semi-structured interviews was used to explore medical educators, program coordinators, and educational leader’s experiences and perspectives on the problem-based learning implementation in health sciences education. A total of 24 participants recruited from five undergraduate health science programs participated in the study. All sessions were audio recorded and transcribed verbatim. Results were analyzed following a qualitative thematic analysis method.<br/><strong>Results:</strong> Analysis of the transcripts revealed three main themes, along with their corresponding subthemes. Within the first main theme, participants discussed the importance of integrating Problem-Based Learning into undergraduate medical programs and the educational benefits it brings to medical education. The second main theme explored issues related to challenges in implementing problem-based learning which include inadequate staff training, deficiencies in curricular design and governance, constraints in educational resources, and a lack of preparedness in the educational environment. The third theme deals with the strategic recommendations to address the challenges that contributed to the poor implementation of problem-based learning in undergraduate medical schools.<br/><strong>Conclusion:</strong> Our study has addressed several issues related to the implementation of Problem-Based Learning in Ethiopian Health Sciences Colleges. The study’s findings have the potential to provide educational stakeholders and policymakers with essential information to strategize successful problem-based learning implementation in undergraduate medical schools.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922587","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":"Cross-Border Accreditation in the Caribbean: A Potential Threat to the Integrity of the Accreditation Process?","authors":"Kati Reddy, Mashal Unar, Hira Unar, Sateesh B Arja","doi":"10.2147/amep.s447269","DOIUrl":"https://doi.org/10.2147/amep.s447269","url":null,"abstract":"<strong>Abstract:</strong> According to the World Directory of Medical Schools, the Caribbean region hosts around 100 medical schools, leading to variations in education programs and student performance. Accreditation is crucial for maintaining educational standards. The proliferation of accrediting agencies recognized by the World Federation of Medical Education (WFME) has led to cross-border accreditation practices and market-driven competition. Concerns about the integrity of accreditation processes in the Caribbean region have raised questions about educational quality and global implications. Establishing a framework and scrutiny of the WFME regarding cross-border accreditation is essential to preserve educational standards and prevent global implications. ECFMG’s intervention is urgently needed to investigate and restore the integrity of medical school accreditation in the Caribbean, setting a precedent for global accreditation standards.<br/><br/><strong>Keywords:</strong> medical education, accreditation standards, educational quality, cross-border accreditation, accreditation challenges<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680229","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":"Differences in Supervision on Peer Learning Wards: A Pilot Survey of the Supervisor’s Perspective","authors":"Anna Dyar, Peter Henriksson, Terese Stenfors, Hanna Lachmann, Anna Kiessling","doi":"10.2147/amep.s439968","DOIUrl":"https://doi.org/10.2147/amep.s439968","url":null,"abstract":"<strong>Introduction:</strong> Multiple students are placed on clinical wards simultaneously due to increasing student numbers. This has the potential to create stress for the supervisor and reduce quality of student learning. Peer learning as a pedagogical framework to supervise multiple students has been widely shown to have advantages for the students by developing teaching skills, team collaboration, and independence. However, whether peer learning impacts the characteristics of supervision and the experience of the supervisor is less understood. It is unknown whether wards that use peer learning as a pedagogical framework (peer learning wards) are any different compared to wards that do not (non-peer learning wards), from the supervisor’s perspective.<br/><strong>Methods:</strong> We aimed to develop and pilot test a questionnaire to compare peer-learning wards and non-peer learning wards from the supervisor’s perspective. We used the AMEE 7-step guide to develop questions investigating supervision, the learning environment and satisfaction. We piloted the questionnaire with 46 nurse supervisors working on inpatient hospital wards in Stockholm, Sweden. We compared answers from peer learning with non-peer learning wards. We used Orthogonal Projections to Latent Structures (OPLS) discriminant analysis to show what differed between the wards.<br/><strong>Results:</strong> Peer learning wards compared to non-peer learning wards had more student-centred activities, the physical space had more adaptations for students, more support available to the supervisor, and supervisors perceived greater overall satisfaction with the quality of education and with the ward as a whole. The variables that had most influence on the discrimination between the two ward types related to peer learning activities and perceptions (p=0.0034).<br/><strong>Conclusion:</strong> This pilot study shows that peer learning wards differ compared to non-peer learning wards regarding peer learning activities and perceptions among supervisors. Our questionnaire needs to be distributed on a larger scale to validate our findings and explore further the way in which the pedagogical framework and peer learning can affect supervision and satisfaction.<br/><br/><strong>Keywords:</strong> peer-learning, supervision, students, learning environment, questionnaire<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677924","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}