Advances in Medical Education and Practice最新文献

{"title":"Evaluating the Effectiveness of a First Aid Training Programme for Individuals Without a Background in Medical Education.","authors":"Diana Ygiyeva, Lyudmila Pivina, Assylzhan Messova, Nazarbek Omarov, Gulnara Batenova, Ulzhan Jamedinova, Almas Dyussupov","doi":"10.2147/AMEP.S471561","DOIUrl":"10.2147/AMEP.S471561","url":null,"abstract":"<p><strong>Objective: </strong>People without a medical education background who have the skills and knowledge to provide emergency care can be useful in emergencies, disasters, earthquakes, and pandemics to save or support the life of an injured person until hospitalization or the arrival of an emergency medical team. The purpose of the study is to assess the knowledge and skills of first aid in individuals without a medical education background within a year after training.</p><p><strong>Materials and methods: </strong>The study sample included 643 people without a medical education background. The study participants attended basic first aid training, the sessions that lasted for 18 hours. Participants answered a 10-question skills test before and after completing the course, as well as 6 months and 1 year after training. SPSS version 20.0 (IBM Ireland Product Distribution Limited, Ireland) was used for the statistical assessment of data, employing Cochran's Q test. Pairwise comparisons were made between different periods using the Wilcoxon test with Bonferroni correction.</p><p><strong>Results: </strong>The mean age of the participants was 36 for males, and 42 for females. In the sample, males accounted for 70% (n = 441) and females for 30% (n = 202). The first aid training provided to persons without a medical education background significantly increased their level of knowledge. After 6 and 12 months, their knowledge and abilities remained significantly higher than before the training. However, these results were lower than they had been immediately after training.</p><p><strong>Conclusion: </strong>The study demonstrated that first aid training significantly increased the knowledge level of non-medical individuals immediately after training and remained elevated after 6 and 12 months. However, there was a decline in the level of knowledge and skills over time, indicating the need for refresher training.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"773-782"},"PeriodicalIF":1.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11345019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056896","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":"Cultural Appropriation for Improved Knowledge Acquisition in Medical Education [Response to Letter].","authors":"Samar Abdelazim Ahmed, Nagwa N Hegazy","doi":"10.2147/AMEP.S490640","DOIUrl":"10.2147/AMEP.S490640","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"771-772"},"PeriodicalIF":1.8,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11332410/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005565","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 Museum as a Shared Space: Developing Contextual and Cross-Disciplinary Approaches to Arts-Based Education.","authors":"Kain Kim, Elizabeth Hornor, Ali-John Zarrabi","doi":"10.2147/AMEP.S464634","DOIUrl":"10.2147/AMEP.S464634","url":null,"abstract":"<p><strong>Introduction: </strong>Despite the growing evidence favoring use of context-based interdisciplinary pedagogies in medical education, museum learning remains underutilized as a low-cost, replicable tool for introducing such constructs. We describe a novel approach to museum-based education building off the existing pedagogy of Visual Thinking Strategies that heightens the role of context.</p><p><strong>Methods: </strong><i>Outside the Frame</i>, an optional elective at Emory University School of Medicine, was piloted in two iterations for a total of 7 second-year medical students who voluntarily enrolled in the course for the fall 2022 and 2023 semesters. Participating students were transitioning from the preclinical classroom environment to clinical clerkships, a period associated with feelings of personal and professional instability that may particularly benefit from critical reflection. The course included didactic components, hands-on crafting activities, presentations, and discussion groups. Student feedback was collected through anonymous pre- and post-course surveys, as well as written narrative reflections.</p><p><strong>Results: </strong>All post-course responses ranked their experience of the course as being \"valuable\" or \"very valuable\". Narrative reflections were overall positive and highlighted the role of context and cross-disciplinary input in shaping metacognitive awareness and cultivating comfort with uncertainty.</p><p><strong>Discussion: </strong>This pilot innovation demonstrates that a methodical framework to arts-based learning can elevate the role of context in a standardized museum education curriculum. Future visual arts and medicine courses may incorporate this framework to chart more active collaborations with museum educators and humanities faculty, as well as engage a broader range of communities and professional disciplines beyond medicine.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"761-769"},"PeriodicalIF":1.8,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11330253/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001057","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":"Cultural Appropriation for Improved Knowledge Acquisition in Medical Education [Letter].","authors":"Ambar Hussain, Henna Ahmed, Warda Mansur","doi":"10.2147/AMEP.S485530","DOIUrl":"10.2147/AMEP.S485530","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"759-760"},"PeriodicalIF":1.8,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11316475/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917763","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 [Letter].","authors":"Imran Rauf","doi":"10.2147/AMEP.S487860","DOIUrl":"10.2147/AMEP.S487860","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"15 ","pages":"757-758"},"PeriodicalIF":1.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11314432/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917764","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 [Letter]","authors":"Muhammad Shah Zaib Ilyas, Mohammed Hasan Qureshi, Laiba Minhas","doi":"10.2147/amep.s487391","DOIUrl":"https://doi.org/10.2147/amep.s487391","url":null,"abstract":"Letter for the article Reflecting on Experiences of Senior Medical Students&rsquo; External Clinical Teaching Visits in General Practice Placements: A Pilot Study","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"125 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863289","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","authors":"Daniel A Ostrovsky, Mitchell T Heflin, Margaret T Bowers, Nicholas M Hudak, Erin R Leiman, Tracy Truong, Kathleen Waite","doi":"10.2147/amep.s468833","DOIUrl":"https://doi.org/10.2147/amep.s468833","url":null,"abstract":"<strong>Purpose:</strong> Several national health profession organizations endorse or have developed competencies for telehealth, yet there is no standardized curriculum for teaching telehealth to health professions students. Additionally, implementing telehealth curricula is challenging due to limited curricular space and differing needs of various health profession programs. We describe the development, implementation, and pilot assessment of an online, modular telehealth curriculum for health professions students.<br/><strong>Methods:</strong> An online, modular telehealth curriculum for health professions students was developed in 2021– 2022. Nine modules were created, focusing on the logistics of performing a telehealth visit and system-based virtual assessments. In academic year 2022– 2023, course directors from the Duke doctor of medicine (MD), physician assistant (PA), and nurse practitioner (NP) programs utilized modules in their courses. For modules taken, students were surveyed and self-assessed their confidence, knowledge gained, and likelihood of utilizing the telehealth skills taught in the module(s).<br/><strong>Results:</strong> During the 2022– 2023 academic year, MD, NP, and PA students at Duke participated in one or more of the telehealth modules in an existing course. The median responses to self-assessed confidence questions for all health profession students to be in the “moderately” or “very confident” range. Similarly, students reported a median response of “moderate knowledge gained” for each module taken. NP students reported slightly lower levels of confidence and likelihood of utilizing telehealth skills than other professions. No other significant differences in the remainder of responses were observed between health professions.<br/><strong>Conclusion:</strong> Exposure of health professions students to telehealth through utilization of online, interactive modules may result in increased telehealth skill confidence and knowledge, and furthermore, a belief that they will utilize these skills in future practice. Larger scale implementation of the telehealth curriculum and development of outcome measures which assess clinical application of skills conveyed will provide more information about the efficacy of the curriculum.<br/><br/><strong>Keywords:</strong> interprofessional education, web-based education, asynchronous education, curricula innovation<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"44 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863129","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":"Potential Impact of COVID-19 on Medical Career Aspirations of Prospective Students","authors":"Md Anwarul Azim Majumder, Abdulmuhaimin Aslam Khatib, Taha Alhassan, Mohammed S Razzaque","doi":"10.2147/amep.s457473","DOIUrl":"https://doi.org/10.2147/amep.s457473","url":null,"abstract":"<strong>Abstract:</strong> This article describes the evolving landscape of medical education in the wake of the COVID-19 pandemic, emphasizing the renewed importance of public health, mental well-being, and career choices among medical students. The pandemic has prompted a significant shift in medical student’s career aspirations, highlighting the need for mental health support mechanisms within the medical education framework. Medical students’ career choices are influenced directly and indirectly by the challenges and experiences of the pandemic era, which are discussed in this article under four key themes: traditional values, global health interests and disparities, developing trends, and digital healthcare. There is an urgent need to adjust medical training to the new reality and share the future directions of the medical education landscape by embracing diverse career paths in medicine, integrating technology into medical training, adapting to the changing context of medicine, and strengthening collaboration and communication. The pandemic underscores the importance of evidence-based patient care, necessitating the preparation of tomorrow’s doctors to address the emerging healthcare challenges with resilience, adaptability, and a comprehensive understanding of both local and global health challenges.<br/><br/><strong>Keywords:</strong> COVID-19 pandemic, mental health, career aspirations, medical students, impact<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"74 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863130","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 “Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students” [Response to Letter]","authors":"Sateesh B Arja, Sireesha Bala Arja, Praveen Kottath Veetil, Simi Paramban","doi":"10.2147/amep.s486611","DOIUrl":"https://doi.org/10.2147/amep.s486611","url":null,"abstract":"Response to Letter in regards to Response to &ldquo;Medical Education Electives Can Promote Teaching and Research Interests Among Medical Students&rdquo; [Letter]","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"31 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746130","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":"Refresh of a Clinical Skills Assessment for Physician Trainees","authors":"Elizabeth Whiting, A Curtis Lee, Balakrishnan R Nair","doi":"10.2147/amep.s463223","DOIUrl":"https://doi.org/10.2147/amep.s463223","url":null,"abstract":"<strong>Purpose:</strong> The Royal Australasian College of Physicians (RACP) oversees physician training across Australia and Aotearoa New Zealand. Success in a written examination and clinical skills assessment (known as the clinical examination) at the mid-point of training is a requirement to progress from basic to advanced training. The clinical examination had evolved over many years without a review process. This paper describes the approach taken, the changes made and the evaluation undertaken as part of a formal review.<br/><strong>Methods:</strong> A working party that included education experts and examiners experienced in the assessment of clinical skills was established. The purpose of the clinical examination and competencies being assessed were clarified and were linked to learning objectives. Significant changes to the marking and scoring approaches resulted in a more holistic approach to the assessment of candidate performance with greater transparency of standards. Evaluation over a 2-year period was undertaken before the adoption of the new approach in 2019.<br/><strong>Results:</strong> In 2017 testing of a new marking rubric occurred during the annual examination cycle which confirmed feasibility and acceptability. The following year an extensive trial utilising the new marking rubric and a new scoring approach took place involving 1142 examiners, 880 candidates and 5280 scoresheets which led to some minor modifications to the scoring system. The final marking and scoring approaches resulted in unchanged pass rates and improved inter-rater reliability. Feedback from examiners confirmed that the new marking and scoring approaches were easier to use and enabled better feedback on performance for candidates.<br/><strong>Conclusion:</strong> The refresh of the RACP clinical examination has resulted in an assessment that has clarity of purpose, is linked to learning objectives, has greater transparency of expected standards, has improved inter-rater reliability, is well accepted by examiners and enables feedback on examination performance to candidates.<br/><br/><strong>Keywords:</strong> physician assessment, reliability, clinical assessment, long case, short case<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141746473","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}