Medical Education Online最新文献

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First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort. 第一,不伤害:过渡到综合课程对过渡队列医学知识获取的影响。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2021.2007561
Kirstin Nackers, Raquel Tatar, Eileen Cowan, Laura Zakowski, Katharina Stewart, Sarah Ahrens, Laura Jacques, Shobhina Chheda
{"title":"First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort.","authors":"Kirstin Nackers,&nbsp;Raquel Tatar,&nbsp;Eileen Cowan,&nbsp;Laura Zakowski,&nbsp;Katharina Stewart,&nbsp;Sarah Ahrens,&nbsp;Laura Jacques,&nbsp;Shobhina Chheda","doi":"10.1080/10872981.2021.2007561","DOIUrl":"https://doi.org/10.1080/10872981.2021.2007561","url":null,"abstract":"<p><strong>Introduction: </strong>Many medical schools are moving toward integrated curricula in response to the 2010 Carnegie report. However, there is often apprehension that student performance on standard assessment metrics of medical knowledge acquisition could suffer during the transition period. Therefore, we sought to analyze the impact of curriculum redesign on the medical knowledge acquisition of the transitional cohort, as measured by NBME subject exam scores.</p><p><strong>Methods: </strong>The University of Wisconsin School of Medicine and Public Health Legacy curriculum followed a standard 2 + 2 medical school educational model, including traditional, department-based, third-year clinical clerkships. In the new ForWard curriculum, students enter clinical rotations one semester earlier, and those core clinical experiences are organized within four integrated blocks combining traditional clerkship specialties. This retrospective program evaluation compares NBME subject exam scores between the final cohort of Legacy third-year students (2016-17) and first cohort of ForWard students (2018) for the Adult Ambulatory Medicine, Medicine, Neurology, Obstetrics and Gynecology, Pediatrics, Psychiatry, and Surgery exams.</p><p><strong>Results: </strong>NBME subject exam mean scores ranged from 75.5-79.4 for the Legacy cohort and 74.9-78.7 for the ForWard cohort, with no statistically significant differences in scores identified for each individual exam analyzed. Results remained constant when controlled for student demographic variables.</p><p><strong>Discussion: </strong>Faculty and students may worry about impacts to the transitional cohort during curriculum redesign, however our results suggest no substantive negative effects to acquisition of medical knowledge during transition to an integrated curriculum. Further monitoring is necessary to examine whether medical knowledge acquisition remains stable or changes after the integrated curriculum is established.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8635576/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39651395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Do entrustment scales make a difference in the inter-rater reliability of the workplace-based assessment? 委托量表对基于工作场所的评估的内部可靠性有影响吗?
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2022.2053401
Ayat Nabil Eltayar, Soha Rashed Aref, Hoda Mahmoud Khalifa, Abdullah Said Hammad
{"title":"Do entrustment scales make a difference in the inter-rater reliability of the workplace-based assessment?","authors":"Ayat Nabil Eltayar,&nbsp;Soha Rashed Aref,&nbsp;Hoda Mahmoud Khalifa,&nbsp;Abdullah Said Hammad","doi":"10.1080/10872981.2022.2053401","DOIUrl":"https://doi.org/10.1080/10872981.2022.2053401","url":null,"abstract":"<p><strong>Background: </strong>A workplace-based assessment (WBA) is used to assess learners' competencies in their workplaces. Many workplace assessment tools are available and validated to assess various constructs. The implementation of workplace-based assessment requires proper training of the staff.</p><p><strong>Objective: </strong>This study aimed to explore the impact of staff training on WBA practices and evaluate the inter-rater reliability of these practices while using entrustment scales, performance descriptors, and personal judgment.</p><p><strong>Design: </strong>A quasi-experimental study, in which the staff members of the orthopedic department were invited to participate in a training program on the use of entrustment scales and assessment descriptors within the WBA tools. As a response to the training, subjective judgment was replaced by entrustment scales and performance descriptors in a trauma course offered by the orthopedic department. The inter-rater reliability of the WBA was evaluated using various rating scales.</p><p><strong>Results: </strong>The entrustment scales had higher inter-rater reliability of the assessment tools than performance descriptors and the personal judgment.</p><p><strong>Conclusion: </strong>The inter-rater reliability was highest when using entrustment scales for WBAs, which could indicate that the entrustment scales achieve good psychometric properties as regards consistency among different raters. Thus, they decrease the confounding effect of differences in assessors. They may also give a clearer image of the actual academic level of the learners.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8942514/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40309491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Factors affecting social accountability of medical schools in the Korean context: exploratory factor and multiple regression analyses. 韩国背景下影响医学院社会责任的因素:探索性因素和多元回归分析
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2022.2054049
Sangmi T Lee, Eunbae B Yang
{"title":"Factors affecting social accountability of medical schools in the Korean context: exploratory factor and multiple regression analyses.","authors":"Sangmi T Lee,&nbsp;Eunbae B Yang","doi":"10.1080/10872981.2022.2054049","DOIUrl":"https://doi.org/10.1080/10872981.2022.2054049","url":null,"abstract":"<p><p>The concept of social accountability of medical schools is becoming increasingly important worldwide, and numerous frameworks and evaluation tools have been developed. This study examined how global concepts work in a specific context by identifying the factors affecting medical schools' social accountability performance in the Korean context. A survey was conducted with 40 current deans of medical schools and 15 medical education experts in Korea to assess their opinions on the implementation of social accountability of medical schools. A questionnaire survey comprising five key factors, including 39 items, was developed based on a literature review. Exploratory factors were analyzed to derive factors affecting social accountability Multiple regression analysis was conducted to determine the importance of each factor in the implementation of social accountability of medical schools. The exploratory factor analysis revealed that eight factors in three areas influenced the implementation of social accountability by medical schools. The hardware (H) area included the declaration of social accountability and physicians, organizations and systems for implementing social accountability, and physical environment and finance. The software (S) area included curriculum design-related social accountability and monitoring and evaluation system. The partner (P) area included the proximity between partners, building partnerships among stakeholders, and interactions between partners. Multiple regression analysis revealed that 'interactions between partners' had the greatest impact on the implementation of social accountability of medical schools. It is a social accountability implementation model that reflects global principles within the Korean context. The HSP model is significant in that individual medical schools can be used in establishing mandated mechanisms for accreditation. Future studies could adapt this model to study standards and indicators in other contexts.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8942500/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40310994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Transitional challenges faced by medical intern doctors (IDs) in Vanuatu: a qualitative study. 瓦努阿图实习医生面临的过渡挑战:一项定性研究。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2021.2005458
Mackenzie Sitobata, Masoud Mohammadnezhad
{"title":"Transitional challenges faced by medical intern doctors (IDs) in Vanuatu: a qualitative study.","authors":"Mackenzie Sitobata,&nbsp;Masoud Mohammadnezhad","doi":"10.1080/10872981.2021.2005458","DOIUrl":"https://doi.org/10.1080/10872981.2021.2005458","url":null,"abstract":"<p><p>The transition from being a medical student to a fully qualified registered doctor is a challenging time in the lives of intern doctors (IDs). Throughout those challenging times they face many challenges which significantly impact their professional lives as well as their transitional experience. This study aimed to identify the transitional challenges experienced by IDs in Vanuatu. This qualitative study was conducted using a phenomenological approach whereby data collection is done through semi-structured in-depth interviews. Ethical approval was obtained before the commencement of this study. Twenty-seven participants were IDs of Vila Central Hospital and Northern Provincial Hospital in Vanuatu who were either current IDs and had worked for more than 6 months or had completed internship within the past 2 years. The willing IDs were consented on paper before they participated in the interview. The interview data was then transcribed verbatim and interpreted thematically. The participating IDs in the study were between the ages of 27 and 36 years old. Twenty two were current interns while the remaining five had recently completed their internship and now working as registered doctors. Three subthemes were identified as challenges through thematic analysis in this study; intern's welfare not met; different medical training institution; and transitional shock. Those subthemes were later categorized. The study findings have identified that intern's welfare needs improvement along with diverse training medical schools, and the transitional internship encounters were significant challenges experienced by IDs. There is indeed a need for healthcare providers, medical leaders, and relevant stakeholders to recognize and address these challenges.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8635561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39924718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
No difference in subsequent trainee satisfaction associated with in-person exposure prior to remote interviews. 在随后的学员满意度与远程访谈之前的面对面接触没有差异。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2022.2122765
Jocelyn Simmers, Nevada Cox, Beth Herman, Joslyn Kirby
{"title":"No difference in subsequent trainee satisfaction associated with in-person exposure prior to remote interviews.","authors":"Jocelyn Simmers,&nbsp;Nevada Cox,&nbsp;Beth Herman,&nbsp;Joslyn Kirby","doi":"10.1080/10872981.2022.2122765","DOIUrl":"https://doi.org/10.1080/10872981.2022.2122765","url":null,"abstract":"<p><strong>Background: </strong>In 2020-2021, residency and fellowship applicants participated in virtual interviews. There was concern that trainees who had not been to the area before would potentially have different satisfaction with their new workplace and community.</p><p><strong>Objective: </strong>To compare satisfaction and likelihood to recommend work and community among new trainees with or without prior exposure to a single academic center or its environs.</p><p><strong>Methods: </strong>We conducted an IRB-approved cross-sectional survey of new trainees. An electronic survey included demographic items, self-report of prior exposure to the area, satisfaction with the program and area, and likelihood to recommend the program and area. Descriptive statistics were used for responses and Chi square tests for comparisons.</p><p><strong>Results: </strong>In September 2021 and May 2022 electronic surveys were sent to all 173 trainees who started residency or fellowship in July 2021, which had 87 responses (50.3% response rate) and 31 (18.0% response rate) responses, respectively. At both times, most respondents were interns. The majority of the September group (55.6%), while 38.7% of the May group had prior exposure to the area. Overall, the majority were satisfied with Penn State Health and would recommend their workplace. The majority also agreed they were satisfied with their new community and would recommend it to others. There were no significant differences in the proportions of satisfied trainees for any of the four outcomes at either timepoint.</p><p><strong>Conclusions: </strong>Satisfaction with training and the community were not significantly different for trainees with or without prior in-person exposure to the institution or surrounding area.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9467566/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33449314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Visibility & support for first generation college graduates in medicine. 为第一代医学大学毕业生提供知名度和支持。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2021.2011605
Abraham Gallegos, Lynn K Gordon, Gerardo Moreno, Sue Nahm, Kathleen Brown, Valencia Walker, Vanessa Rangel, Stephanie Clavijo, Alejandra Casillas
{"title":"Visibility & support for first generation college graduates in medicine.","authors":"Abraham Gallegos,&nbsp;Lynn K Gordon,&nbsp;Gerardo Moreno,&nbsp;Sue Nahm,&nbsp;Kathleen Brown,&nbsp;Valencia Walker,&nbsp;Vanessa Rangel,&nbsp;Stephanie Clavijo,&nbsp;Alejandra Casillas","doi":"10.1080/10872981.2021.2011605","DOIUrl":"https://doi.org/10.1080/10872981.2021.2011605","url":null,"abstract":"<p><p>Of Being a First Generation (First Gen) college graduate is an important intersectionality which impacts the lens through which First Gen students learn to become physicians. In this Perspective, we define the First Gen identity and review some of the salient First Gen literature as it applies to the medical school experience. We discuss the conception, design and execution of First Gen initiatives and program development at our medical school as a call to action and model for other institutions to create communities for their First Gen populations, focusing on inclusion and tailored support. We describe the framework through which we envisioned our programming for First Gen medical students, trainees, staff, and faculty at the David Geffen School of Medicine at UCLA.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8725711/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39641937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Publishing your scholarship: a survey of pearls from top reviewers. 出版你的奖学金:来自顶级评论家的珍珠调查。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2021.2016561
Joshua Jauregui, Anthony R Artino, Jonathan S Ilgen, Gail Sullivan, Sandrijn M van Schaik
{"title":"Publishing your scholarship: a survey of pearls from top reviewers.","authors":"Joshua Jauregui,&nbsp;Anthony R Artino,&nbsp;Jonathan S Ilgen,&nbsp;Gail Sullivan,&nbsp;Sandrijn M van Schaik","doi":"10.1080/10872981.2021.2016561","DOIUrl":"https://doi.org/10.1080/10872981.2021.2016561","url":null,"abstract":"<p><p>Experts have described ways to improve peer review quality. Perspectives <i>from</i> expert reviewers are largely absent in the health professions education literature. To gather guidance from expert reviewers, to aid authors striving to publish and reviewers aiming to perform their task effectively. This study surveyed <i>the Journal of Graduate Medical Education</i> (JGME) 'Top Reviewers' from 2017, 2018, and 2019. 'Top Reviewers' perform four or more reviews per year, with high average ratings. Top reviewers were sent an 11-item survey in February 2020. The survey included three demographic questions and eight open-ended, free-text questions about the concepts reviewers most often target in their reviews. We calculated descriptive statistics and performed a thematic analysis of open-ended responses. Of 62 eligible top reviewers, 44 (71%) responded to the survey. Only eight (18.2%) and seven (15.9%) respondents reported having 'stock phrases' or a reviewer template used for reviewer feedback to authors, respectively. The <i>what</i> (research question, methods), <i>how</i> (presentation, writing), and <i>why</i> (relevance, impact) were the resulting themes summarizing how reviewers categorized and responded to common problems. For 'really good papers' reviewers found the <i>what</i> acceptable and focused on <i>how</i> and <i>why</i>. For 'really bad' papers, reviewers focused on big picture feedback, such as the value of the study. Top reviewers from a single health professions education journal appear to have similar approaches to conducting reviews. While most do not use stock phrases or templates, they share similar strategies to differentiate 'good' vs. 'bad' papers through the <i>what, why</i>, and <i>how</i> of a manuscript.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8745374/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39670372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
A parent-led, patient-centered medical home model instruction for interprofessional undergraduate and graduate learning opportunities. 以家长为主导,以病人为中心的医疗之家模式,为本科生和研究生提供跨专业的学习机会。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2021.2012105
Lori Heginbotham, Gina Baugh, Timothy Lefeber, Linda Friehling, Christy Barnhart, Lee Ann Miller, Lucas Moore, Lesley Cottrell
{"title":"A parent-led, patient-centered medical home model instruction for interprofessional undergraduate and graduate learning opportunities.","authors":"Lori Heginbotham,&nbsp;Gina Baugh,&nbsp;Timothy Lefeber,&nbsp;Linda Friehling,&nbsp;Christy Barnhart,&nbsp;Lee Ann Miller,&nbsp;Lucas Moore,&nbsp;Lesley Cottrell","doi":"10.1080/10872981.2021.2012105","DOIUrl":"https://doi.org/10.1080/10872981.2021.2012105","url":null,"abstract":"<p><strong>Introduction: </strong>Despite national efforts to establish patient-centered medical homes (PCMH), 57.3% of children with special health care needs are receiving care that does not meet medical home criteria. Project DOCC, a national curriculum designed by parents of children with disabilities or chronic disease, has shown documented strengths in medical resident learner education of children with special health care needs from the parent perspectives for over a decade. Because of the importance of PCMH and the need to provide compassionate care, our team adapted the curriculum to incorporate team-based learning in the rural setting.</p><p><strong>Materials and methods: </strong>Reading materials were distributed to learners prior to an in-person workshop at which time, learners reviewed a video and discussed PCMH materials to identify elements of the PCMH. Learners then engaged with parent mentors across three breakout sessions. A final group reflection was completed to review and discuss efforts providers would take to establish and maintain the PCMH in their own practice. Baseline and post-workshop PCMH perceptions and parent mentor reflections were collected and compared using t-test comparisons.</p><p><strong>Results: </strong>Learner knowledge, perceptions, and comfort significantly increased after the workshop. Parent mentor comments also highlighted an increased understanding for the provider. <b>Discussion:</b> The adapted PCMH curriculum significantly impacted learner outcomes using a feasible approach that fit nicely within health professional curricula and limited resources of the rural setting. Parents enjoyed the opportunity to serve as mentors and valued the instruction format.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8725748/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39734497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Understanding the role of the art museum in teaching clinical-level medical students. 了解艺术博物馆在临床级医学生教学中的作用。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2021.2010513
Heather J Kagan, Margot Kelly-Hedrick, Elizabeth Benskin, Suzy Wolffe, Melissa Suchanek, Margaret S Chisolm
{"title":"Understanding the role of the art museum in teaching clinical-level medical students.","authors":"Heather J Kagan,&nbsp;Margot Kelly-Hedrick,&nbsp;Elizabeth Benskin,&nbsp;Suzy Wolffe,&nbsp;Melissa Suchanek,&nbsp;Margaret S Chisolm","doi":"10.1080/10872981.2021.2010513","DOIUrl":"https://doi.org/10.1080/10872981.2021.2010513","url":null,"abstract":"<p><strong>Introduction: </strong>The role of the visual arts in medical education has been understudied, especially with regard to program evaluation and learner assessment of complex competencies such as professional identity, team building, and tolerance for ambiguity. We designed a study to explore how an integrative art museum-based program might benefit 3rd and 4th year medical students.</p><p><strong>Methods: </strong>We piloted 6 sessions with 18 participants. Evaluation methods included post-session surveys and semi-structured focus groups, which we qualitatively analyzed using an open-coding method.</p><p><strong>Results: </strong>Seven themes emerged from the analysis related to the overarching realms of 'form' and 'function.' 'Form' themes included structural elements of the sessions that enabled engagement: (1) group format, (2) methods (e.g., discussion prompts, activities), (3) setting (e.g., physical space of the museum, temporal space), and (4) objects (e.g., paintings, sculptures). 'Function' themes included the personal and professional value and meaning derived from the sessions: (1) appreciation of others, (2) critical skills, and (3) personal inquiry.</p><p><strong>Discussion: </strong>Our results expand what is known about the role of the visual arts in medical education by suggesting that the visual arts may facilitate clinically relevant learning across a range of competencies via specific formal aspects (group format, method, setting, objects) of art museum-based pedagogical methods.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8648011/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39806334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
A hybrid educational approach to service learning: impact on student attitudes and readiness in working with medically underserved communities. 服务学习的混合教育方法:对学生态度和在医疗服务不足的社区工作的准备的影响。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2022-12-01 DOI: 10.1080/10872981.2022.2122106
Arvind Suresh, Nakia M Wighton, Tanya E Sorensen, Thomas C Palladino, Roshini C Pinto-Powell
{"title":"A hybrid educational approach to service learning: impact on student attitudes and readiness in working with medically underserved communities.","authors":"Arvind Suresh,&nbsp;Nakia M Wighton,&nbsp;Tanya E Sorensen,&nbsp;Thomas C Palladino,&nbsp;Roshini C Pinto-Powell","doi":"10.1080/10872981.2022.2122106","DOIUrl":"https://doi.org/10.1080/10872981.2022.2122106","url":null,"abstract":"<p><p>Medical students engage with medically underserved communities (MUC) and vulnerable populations but often lack preparation to advocate appropriately for these communities. While preclinical programs with an experiential community component effectively increase knowledge about serving MUC, the pandemic limited clinical opportunities in community settings for learners. We examined the impact of a streamlined, hybrid service learning curriculum on first-year medical student attitudes towards MUC and their readiness and interest in addressing health barriers faced by this population. The redesigned curriculum for the student-led program required participants to attend nine virtual seminars led by faculty and community members with expertise serving MUC. Students partnered with one of three community agencies to organize service projects and gain exposure to the life experiences of MUC using virtual and in-person approaches. Of the fifteen first year medical students who participated in the program, positive attitudes were sustained across all scales using the Medical Student Attitudes Toward the Underserved (MSATU) questionnaire after one year. A majority (≥50%) of students reported a large increase in their knowledge of the health challenges faced by underserved populations after each didactic session. Despite the mostly virtual nature of community partnerships, students reported increased confidence in their ability to direct MUC patients to local resources (p < 0.01). The program also had a positive impact on student interest in working with medically underserved patients in the future, with 71% of participants indicating a significant impact on their interest in working in a medically underserved area. Our redesigned elective curriculum provided participants with foundational knowledge to advocate appropriately for underserved populations and demonstrated the efficacy of virtual approaches for community service and service learning. Our findings suggest hybrid and virtual experiential learning opportunities are a viable and non-inferior curricular approach to teaching health equity and community health.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9518252/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40369323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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