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LGBTQ+ health education for medical students in the United States: a narrative literature review. 美国医科学生的 LGBTQ+ 健康教育:叙事性文献综述。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-02-15 DOI: 10.1080/10872981.2024.2312716
Tess I Jewell, Elizabeth M Petty
{"title":"LGBTQ+ health education for medical students in the United States: a narrative literature review.","authors":"Tess I Jewell, Elizabeth M Petty","doi":"10.1080/10872981.2024.2312716","DOIUrl":"10.1080/10872981.2024.2312716","url":null,"abstract":"<p><strong>Introduction: </strong>People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. This narrative literature review explores the landscape of interventions and evaluations related to LGBTQ+ health content taught in medical schools in the USA and suggests strategies for further curriculum development.</p><p><strong>Methods: </strong>PubMed, ERIC, and Education Research Complete databases were systematically searched for peer-reviewed articles on LGBTQ+ health in medical student education in the USA published between 1 January 2011-6 February 2023. Articles were screened for eligibility and data was abstracted from all eligible articles. Data abstraction included the type of intervention or evaluation, sample population and size, and key outcomes.</p><p><strong>Results: </strong>One hundred thirty-four articles met inclusion criteria and were reviewed. This includes 6 (4.5%) that evaluate existing curriculum, 77 (57.5%) study the impact of curriculum components and interventions, 36 (26.9%) evaluate student knowledge and learning experiences, and 15 (11.2%) describe the development of broad learning objectives and curriculum. Eight studies identified student knowledge gaps related to gender identity and affirming care and these topics were covered in 34 curriculum interventions.</p><p><strong>Conclusion: </strong>Medical student education is important to address health disparities faced by the LGBTQ+ community, and has been an increasingly studied topic in the USA. A variety of curriculum interventions at single institutions show promise in enhancing student knowledge and training in LGBTQ+ health. Despite this, multiple studies indicate that students report inadequate education on certain topics with limitations in their knowledge and preparedness to care for LGBTQ+ patients, particularly transgender and gender diverse patients. Additional integration of LGBTQ+ curriculum content in areas of perceived deficits could help better prepare future physicians to care for LGBTQ+ patients and populations.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10877666/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139742343","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
Medical law; promotion of medicine curriculum: a letter to editor. 医学法律;促进医学课程:致编辑的一封信。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2023-12-05 DOI: 10.1080/10872981.2023.2290333
Bahar Moasses Ghafari, Taraneh Khodaparast, Parsa Hasanabadi
{"title":"Medical law; promotion of medicine curriculum: a letter to editor.","authors":"Bahar Moasses Ghafari, Taraneh Khodaparast, Parsa Hasanabadi","doi":"10.1080/10872981.2023.2290333","DOIUrl":"10.1080/10872981.2023.2290333","url":null,"abstract":"","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138488771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenge, integration, and change: ChatGPT and future anatomical education. 挑战、融合与变革:ChatGPT 和未来的解剖学教育。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-01-13 DOI: 10.1080/10872981.2024.2304973
Lige Leng
{"title":"Challenge, integration, and change: ChatGPT and future anatomical education.","authors":"Lige Leng","doi":"10.1080/10872981.2024.2304973","DOIUrl":"10.1080/10872981.2024.2304973","url":null,"abstract":"<p><p>With the vigorous development of ChatGPT and its application in the field of education, a new era of the collaborative development of human and artificial intelligence and the symbiosis of education has come. Integrating artificial intelligence (AI) into medical education has the potential to revolutionize it. Large language models, such as ChatGPT, can be used as virtual teaching aids to provide students with individualized and immediate medical knowledge, and conduct interactive simulation learning and detection. In this paper, we discuss the application of ChatGPT in anatomy teaching and its various application levels based on our own teaching experiences, and discuss the advantages and disadvantages of ChatGPT in anatomy teaching. ChatGPT increases student engagement and strengthens students' ability to learn independently. At the same time, ChatGPT faces many challenges and limitations in medical education. Medical educators must keep pace with the rapid changes in technology, taking into account ChatGPT's impact on curriculum design, assessment strategies and teaching methods. Discussing the application of ChatGPT in medical education, especially anatomy teaching, is helpful to the effective integration and application of artificial intelligence tools in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10791098/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139466759","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
Preparing healthcare leaders of the digital age with an integrative artificial intelligence curriculum: a pilot study. 通过人工智能综合课程培养数字时代的医疗保健领导者:一项试点研究。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-02-13 DOI: 10.1080/10872981.2024.2315684
Soo Hwan Park, Roshini Pinto-Powell, Thomas Thesen, Alexander Lindqwister, Joshua Levy, Rachael Chacko, Devina Gonzalez, Connor Bridges, Adam Schwendt, Travis Byrum, Justin Fong, Shahin Shasavari, Saeed Hassanpour
{"title":"Preparing healthcare leaders of the digital age with an integrative artificial intelligence curriculum: a pilot study.","authors":"Soo Hwan Park, Roshini Pinto-Powell, Thomas Thesen, Alexander Lindqwister, Joshua Levy, Rachael Chacko, Devina Gonzalez, Connor Bridges, Adam Schwendt, Travis Byrum, Justin Fong, Shahin Shasavari, Saeed Hassanpour","doi":"10.1080/10872981.2024.2315684","DOIUrl":"10.1080/10872981.2024.2315684","url":null,"abstract":"<p><p>Artificial intelligence (AI) is rapidly being introduced into the clinical workflow of many specialties. Despite the need to train physicians who understand the utility and implications of AI and mitigate a growing skills gap, no established consensus exists on how to best introduce AI concepts to medical students during preclinical training. This study examined the effectiveness of a pilot Digital Health Scholars (DHS) non-credit enrichment elective that paralleled the Dartmouth Geisel School of Medicine's first-year preclinical curriculum with a focus on introducing AI algorithms and their applications in the concurrently occurring systems-blocks. From September 2022 to March 2023, ten self-selected first-year students enrolled in the elective curriculum run in parallel with four existing curricular blocks (Immunology, Hematology, Cardiology, and Pulmonology). Each DHS block consisted of a journal club, a live-coding demonstration, and an integration session led by a researcher in that field. Students' confidence in explaining the content objectives (high-level knowledge, implications, and limitations of AI) was measured before and after each block and compared using Mann-Whitney <i>U</i> tests. Students reported significant increases in confidence in describing the content objectives after all four blocks (Immunology: <i>U</i> = 4.5, <i>p</i> = 0.030; Hematology: <i>U</i> = 1.0, <i>p</i> = 0.009; Cardiology: <i>U</i> = 4.0, <i>p</i> = 0.019; Pulmonology: <i>U</i> = 4.0, <i>p</i> = 0.030) as well as an average overall satisfaction level of 4.29/5 in rating the curriculum content. Our study demonstrates that a digital health enrichment elective that runs in parallel to an institution's preclinical curriculum and embeds AI concepts into relevant clinical topics can enhance students' confidence in describing the content objectives that pertain to high-level algorithmic understanding, implications, and limitations of the studied models. Building on this elective curricular design, further studies with a larger enrollment can help determine the most effective approach in preparing future physicians for the AI-enhanced clinical workflow.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10868429/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139730654","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
Clicks for credit: an analysis of healthcare professionals' social media use and potential for continuing professional development activities. 点击积分:医疗保健专业人员对社交媒体的使用及持续专业发展活动潜力分析。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-02-15 DOI: 10.1080/10872981.2024.2316489
Logan Van Ravenswaay, Alex Parnes, Sarah A Nisly
{"title":"Clicks for credit: an analysis of healthcare professionals' social media use and potential for continuing professional development activities.","authors":"Logan Van Ravenswaay, Alex Parnes, Sarah A Nisly","doi":"10.1080/10872981.2024.2316489","DOIUrl":"10.1080/10872981.2024.2316489","url":null,"abstract":"<p><strong>Background: </strong>Previous studies have examined social media habits and utilization patterns among various groups of healthcare professionals. However, very few studies have evaluated the use of social media to support continuing professional development activities. The goal of the 2023 Clinical Education Alliance social media survey was to explore how HCPs interact professionally with social media, describe utilization trends, and identify barriers to using social media to disseminate CPD content.</p><p><strong>Methods: </strong>We conducted an online anonymous, voluntary survey of healthcare professionals contained in the Clinical Education Alliance learner database from January to March 2023. The survey was distributed via email and all learners were invited to participate regardless of profession or specialty. This survey consisted of 16 questions and collected demographic information and social media utilization and habits of healthcare professionals.</p><p><strong>Results: </strong>Of the 2,615 healthcare professionals who completed the survey, 71.2% use social media. Most respondents were physicians (50.6%) practicing in an urban setting (59.6%) and have been practicing for more than 15 years (70.5%). The most widely used platform was Facebook (70.7%), but there were no significant differences among the different professions. Of the respondents who use social media, 44.5% used social media to access continuing professional development-certified activities. Surveyed learners preferred passive participation with social media content. Participant-reported concerns include issues with legitimacy of the information, privacy, time constraints, and institutional barriers.</p><p><strong>Discussion: </strong>As the continuing professional development community continues to evolve and seek new innovative strategies to reach healthcare professionals, the findings of this survey highlight the need to identify and enact social media-based strategies aimed to engage healthcare professionals and provide them with unbiased evidence-based education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10877644/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139742313","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
Perception of clinical teachers about their roles and current practice at affiliated hospitals of medical universities in China. 中国医科大学附属医院临床教师对其角色和当前实践的看法。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-03-11 DOI: 10.1080/10872981.2024.2325182
Jinmeng Huang, Chunxia Huang, Jinmei Chen, Kaiyong Huang
{"title":"Perception of clinical teachers about their roles and current practice at affiliated hospitals of medical universities in China.","authors":"Jinmeng Huang, Chunxia Huang, Jinmei Chen, Kaiyong Huang","doi":"10.1080/10872981.2024.2325182","DOIUrl":"10.1080/10872981.2024.2325182","url":null,"abstract":"<p><p><i>Phenomenon</i>: The increase in clinical and teaching workload has brought enormous pressure to clinical teachers. Clinical teachers play an extremely important role in the quality of higher medical education and the cultivation of medical talents. However, few studies have examined the attitudes and practices of clinical teachers regarding the role of teachers in China. This study aimed to investigate clinical teachers' perceptions about their roles and current practices at affiliated hospitals of medical universities in China. <i>Approach</i>: Responses from 312 Chinese clinical teachers were included in the analyses. The data were collected using the questionnaires of perception and practice regarding the role of teachers which consisted of 12 items rated on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), and scored by calculating the mean. The data were analyzed using the Statistical Package for Social Sciences, version 22.0 (IBM SPSS Corp). <i>Findings</i>: The mean score of perception of clinical teachers regarding the role of teachers was 4.51 (SD = 0.72), and the mean score of practice was 3.69 (SD = 1.17). Multivariable binary logistic regression model showed that undertaking very few/few clinical teaching workload, 'thinking it is my obligation to carry out teaching work seriously' and 'thinking it is my duty to train medical talents' were not only significant determinants of good perception but also good practice. Additionally, 'thinking hospital attached great importance to clinical teaching' was the significant determinant of good perception. <i>Insights</i>: Chinese clinical teachers demonstrate less positive perception and practice regarding the roles of teacher than clinical teachers in developed countries. Affiliated hospitals of medical universities should hold training sessions regularly and take targeted intervention measures to enhance clinical teachers' perception and practice regarding the roles of teacher.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10930135/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140094882","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
Risky business: medical students' feedback-seeking behaviours: a mixed methods study. 风险业务:医学生寻求反馈的行为:一项混合方法研究。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-03-26 DOI: 10.1080/10872981.2024.2330259
Muirne Spooner, Ciarán Reinhardt, Fiona Boland, Samuel McConkey, Teresa Pawlikowska
{"title":"Risky business: medical students' feedback-seeking behaviours: a mixed methods study.","authors":"Muirne Spooner, Ciarán Reinhardt, Fiona Boland, Samuel McConkey, Teresa Pawlikowska","doi":"10.1080/10872981.2024.2330259","DOIUrl":"10.1080/10872981.2024.2330259","url":null,"abstract":"<p><p>There are differing views on how learners' feedback-seeking behaviours (FSB) develop during training. With globalisation has come medical student migration and programme internationalisation. Western-derived educational practices may prove challenging for diverse learner populations. Exploring undergraduate activity using a model of FSB may give insight into how FSB evolves and the influence of situational factors, such as nationality and site of study. Our findings seek to inform medical school processes that support feedback literacy. Using a mixed methods approach, we collected questionnaire and interview data from final-year medical students in Ireland, Bahrain, and Malaysia. A validated questionnaire investigated relationships with FSB and goal orientation, leadership style preference, and perceived costs and benefits. Interviews with the same student population explored their FSB experiences in clinical practice, qualitatively, enriching this data. The data were integrated using the 'following the thread' technique. Three hundred and twenty-five of a total of 514 completed questionnaires and 57 interviews were analysed. Learning goal orientation (LGO), instrumental leadership and supportive leadership related positively to perceived feedback benefits (0.23, 0.2, and 0.31, respectively, <i>p</i> < 0.05). Perceived feedback benefits are related positively to feedback monitoring and inquiry (0.13 and 0.38, respectively, <i>p</i> < 0.05). The personal cost of feedback is unsupported in quantitative data, but was a strong theme in interviews, as was feedback avoidance, peer feedback, and unsupportive learning environment. No differences were observed across sub-groups based on gender, study site, or student nationality. Integrated analysis describes FSB: avoiding 'unsafe' feedback (<i>first, do no harm</i>) and overcoming barriers (<i>beat the system</i>) and goal-centred curation (<i>shop around</i>) to optimise benefits. Diverse medical students across three continents undertake FSB with careful navigation, as a valued but risky business, that is highly contextualised. Promoting a constructive FSB is complex. Overcoming outdated theory and practices on the wards remains a challenge to psychologically safe, learner-centred feedback.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10967665/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289240","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
Assessing readiness: the impact of an experiential learning entrustable professional activity-based residency preparatory course. 评估准备情况:体验式学习委托专业活动为基础的住院医师培训预备课程的影响。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-05-17 DOI: 10.1080/10872981.2024.2352217
Edward L Ha, Alexandra Milin Glaeser, Holly Wilhalme, Clarence Braddock
{"title":"Assessing readiness: the impact of an experiential learning entrustable professional activity-based residency preparatory course.","authors":"Edward L Ha, Alexandra Milin Glaeser, Holly Wilhalme, Clarence Braddock","doi":"10.1080/10872981.2024.2352217","DOIUrl":"10.1080/10872981.2024.2352217","url":null,"abstract":"<p><p>As medical schools move to integrate the Core Entrustable Professional Activities for Entering Residency (EPAs) into curricula and address the transition from student to resident, residency preparatory courses have become more prevalent. The authors developed an experiential learning EPA-based capstone course for assessment to determine impact on learner self-assessed ratings of readiness for residency and acquisition of medical knowledge. All fourth-year students from the classes of 2018-2020 completed a required course in the spring for assessment of multiple EPAs, including managing core complaints, performing basic procedures, obtaining informed consent, and providing patient handoffs. Learners selected between three specialty-based parallel tracks - adult medicine, surgery, or pediatrics. Students completed a retrospective pre-post questionnaire to provide self-assessed ratings of residency preparedness and comfort in performing EPAs. Finally, the authors studied the impact of the course on knowledge acquisition by comparing student performance in the adult medicine track on multiple choice pre- and post-tests. Four hundred and eighty-one students were eligible for the study and 452 (94%) completed the questionnaire. For all three tracks, there was a statistically significant change in learner self-assessed ratings of preparedness for residency from pre- to post-course (moderately or very prepared: adult medicine 61.4% to 88.6% [p-value < 0.001]; surgery 56.8% to 81.1% [p-value < 0.001]; pediatrics 32.6% to 83.7% [p-value 0.02]). A similar change was noted in all tracks in learner self-assessed ratings of comfort from pre- to post-course for all studied EPAs. Of the 203 students who participated in the adult medicine track from 2019-2020, 200 (99%) completed both the pre- and post-test knowledge assessments. The mean performance improved from 65.0% to 77.5% (p-value < 0.001). An experiential capstone course for the assessment of EPAs can be effective to improve learner self-assessed ratings of readiness for residency training and acquisition of medical knowledge.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11104695/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140958464","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
Self-assessment, and not continuous training, improves basic open suturing skills. 自我评估而非持续培训可提高基本的开放式缝合技能。
IF 3.1 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-07-01 DOI: 10.1080/10872981.2024.2374101
Vera Hillemans, Otmar Buyne, Ivo de Blaauw, Sanne M B I Botden, Bas H Verhoeven, Maja Joosten
{"title":"Self-assessment, and not continuous training, improves basic open suturing skills.","authors":"Vera Hillemans, Otmar Buyne, Ivo de Blaauw, Sanne M B I Botden, Bas H Verhoeven, Maja Joosten","doi":"10.1080/10872981.2024.2374101","DOIUrl":"10.1080/10872981.2024.2374101","url":null,"abstract":"<p><strong>Background: </strong>To develop and maintain suturing skills, clinical exposure is important. When clinical exposure cannot be guaranteed, an adequate training schedule for suturing skills is required. This study evaluates the effect of continuous training, 'reflection before practice' and self-assessment on basic open suturing skills.</p><p><strong>Methods: </strong>Medical students performed four basic suturing tasks on a simulation set up before ('pre-test') and after their surgical rotation ('after-test'). Participants were divided in three groups; the 'clinical exposure group' (<i>n</i> = 44) had clinical exposure during their rotation only, the 'continuous training group' (<i>n</i> = 16) completed a suturing interval training during their rotation and the 'self-assessment group' (<i>n</i> = 16) also completed a suturing interval training, but with the use of reflection before practice and self-assessment. Parameters measured by a tracking system during the suturing tasks and a calculated 'composite score' were compared between groups and test-moments.</p><p><strong>Results: </strong>A significantly better composite score was found at the after-test compared to the pre-test for all groups for all basic suturing tasks (0.001 ≤ <i>p</i> ≤ 0.049). The self-assessment group scored better at the pre-test than the other two groups for all tasks, except for 'knot tying by hand' (0.004 ≤ <i>p</i> ≤ 0.063). However, this group did not score better at the after-test for all tasks, compared to the other two groups. This resulted in a smaller delta of time ('transcutaneous suture', <i>p</i> = 0.013), distance ('Donati suture' and 'intracutaneous suture', 0.005 ≤ <i>p</i> ≤ 0.009) or composite score (all tasks, except for knot tying by hand, 0.007 ≤ <i>p</i> ≤ 0.061) in the self-assessment group.</p><p><strong>Conclusion: </strong>Reflection before practice and self-assessment during continuous training of basic open suturing tasks, may improve surgical skills at the start of the learning curve.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11218580/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141477709","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
Trends in patient safety education research for healthcare professional students over the past two decades: a bibliometric and content analysis. 过去二十年针对医护专业学生的患者安全教育研究趋势:文献计量和内容分析。
IF 4.6 2区 医学
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-06-11 DOI: 10.1080/10872981.2024.2358610
Lu Zhou, Yinsong Sun, Jun Wang, Huanhuan Huang, Jun Luo, Qinghua Zhao, Mingzhao Xiao
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