medRxiv - Medical Education最新文献

{"title":"Program Directors' Perspectives on Duty Hours Following the Physicians' Work Style Reforms in Japan","authors":"Kiyoshi Shikino, Yuji Nishizaki, Kazuya Nagasaki, Hiroyuki Kobayashi, Koshi Kataoka, Taro Shimizu, Yasuharu Tokuda","doi":"10.1101/2024.02.09.24302425","DOIUrl":"https://doi.org/10.1101/2024.02.09.24302425","url":null,"abstract":"Background: In anticipation of Japan's physician work style reforms scheduled for April 2024, which will restrict physicians' overtime duty hours to under 960 (Level A) or 1920 (Level C-1) hours per year, this study evaluates the potential impact on clinical resident physicians' training environments through the lens of residency program directors.\u0000Methods: A cross-sectional survey was administered to program directors from 701 facilities associated with the 2023 General Medicine-In Training Examination (GM-ITE), capturing responses regarding their planned level of overtime, perceptions of optimal working hours for training efficacy, and items considered as duty hours.\u0000Results: Out of the 701 facilities, 254 responded (36.2% response rate), with a predominant inclination towards adopting Level A (83.5%). A consensus emerged favoring 40 overtime duty hours per month as optimal, significantly lower than previous suggestions of 60-65 hours per week. The study also delineated the classification of activities as duty hours, with patient procedures and mandatory educational sessions identified as such, while self-improvement was largely not considered duty.\u0000Discussion: The findings indicate a substantial shift from previously recommended optimal duty hours towards a more conservative approach. This shift may reflect a proactive adaptation to upcoming regulatory changes and raises questions about the potential impact on the quality of clinical training. The distinction between educational activities and duty hours underscores the need for clarity within the impending work style reforms.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767315","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":"Experiences of faculty and scientists with disabilities at academic institutions in the United States","authors":"Franz Castro, Caroline Cerilli, Luanjiao Hu, Lisa Iezzoni, Varshini Varadaraj, Bonnielin Swenor","doi":"10.1101/2024.02.12.24302692","DOIUrl":"https://doi.org/10.1101/2024.02.12.24302692","url":null,"abstract":"Introduction. People with disabilities are underrepresented in higher education, facing systematic obstacles such as inaccessible institutions and difficulties in obtaining accommodations. This qualitative study aims to shed light on barriers to accessibility and disability inclusion in STEM and research institutions through confidential qualitative interviews with disabled faculty and scientists.\u0000Methods. We recruited participants (via virtual flyers) working in the United States (U.S.) as research faculty or scientists that applied for grant funding (last five years), and self-identified as having a disability. Interviews (n=35) were conducted via semi-structured one-on-one live interviews or written interviews to accommodate participants' needs. Data were analyzed by two study members using content analysis to identify themes and codes until saturation was reached.\u0000Results. Themes included identity/visibility, career trajectories, accessibility, accommodations, bias, representation, and inclusion. Some participants reported not disclosing their disabilities at work or during hiring processes due to fear of negative perceptions from peers or potential employers. Experiences around stigma and bias were noted both in professional relationships and when interacting with disability service offices, underscoring difficulties and delays in processes to secure accommodations. Respondents highlighted the issues of lack of disability inclusion and low representation of people with disabilities in academia, elevating the importance of self-advocacy, and of role models and mentors in shaping career pathways for future researchers with disabilities.\u0000Conclusion. Faculty with disabilities encounter systematic barriers at academic institutions, and lack of acknowledgement and research on these experiences has held back institutional and policy changes. To reduce disparities for disabled faculty, academic leadership must allocate resources to address ableism, create more inclusive environments, and raise standards beyond ADA compliance.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767213","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":"Impact of a novel comprehensive empathy curriculum at Leicester Medical School: Protocol for a longitudinal study","authors":"Leila Keshtkar, Amber Bennett-Weston, Andy Ward, Rachel Winter, Simon Gay, Jeremy Howick","doi":"10.1101/2024.02.08.24302205","DOIUrl":"https://doi.org/10.1101/2024.02.08.24302205","url":null,"abstract":"<strong>Background</strong> Empathy appears to decline throughout medical school and is highly variable among qualified healthcare practitioners. To address these problems, the Leicester Medical School has designed an enhanced empathy curriculum that runs throughout all five years of medical school. The impact of this curriculum must be measured.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767376","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 students in distress: a mixed methods approach to understanding the impact of debt on well-being","authors":"Adrienne Yang, Simone Langness, Lara Chehab, Nikhil Rajapuram, Li Zhang, Amanda Sammann","doi":"10.1101/2024.02.05.24302356","DOIUrl":"https://doi.org/10.1101/2024.02.05.24302356","url":null,"abstract":"<strong>Background</strong> Nearly three in four U.S. medical students graduate with debt in six-figure dollar amounts which impairs students emotionally and academically and impacts their career choices and lives long after graduation. Schools have yet to develop systems-level solutions to address the impact of debt on students’ well-being. The objectives of this study were to identify students at highest risk for debt-related stress, define the impact on medical students’ well-being, and to identify opportunities for intervention.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767303","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":"Perceptions, attitudes, and challenges regarding continuing professional development among Ethiopian Medical Laboratory professionals: A mixed-method study","authors":"Adugna Negussie, Abay Sisay, Agumas Shibabaw, Edosa Kebede, Firehiwot Tesfaye, Gizachew Kedida, Nadew Deneke, Takele Teklu, Waqtola Cheneke","doi":"10.1101/2024.02.04.24302318","DOIUrl":"https://doi.org/10.1101/2024.02.04.24302318","url":null,"abstract":"<strong>Background</strong> Medical laboratory professionals play vital role in healthcare. The growing demand for quality laboratory services and emerging technologies underscore the crucial need for Continuing Professional Development (CPD). However, there is limited information on CPD programs in Ethiopia. Thus, this study aimed to assess medical laboratory professionals’ perceptions, attitudes, and challenges towards CPD and improve engagement to enhance diagnostic service quality.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767505","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":"Perspectives of Osteopathic Medical Students on Preclinical Urology Exposure: A Single Institution Cross Sectional Survey","authors":"Ryan Wong, Harvey N Mayrovitz","doi":"10.1101/2024.02.03.24302283","DOIUrl":"https://doi.org/10.1101/2024.02.03.24302283","url":null,"abstract":"Context: There is an increasing number of medical school graduates opting for surgical specialties and the osteopathic applicant match rate for urology is estimated to be lower than that of allopathic applicants. Factors influencing this may include a lack of interest, perceived challenges in matching into urology, insufficient urology mentorship, limited research opportunities, and inadequate osteopathic representation in urology. Objective: To assess osteopathic medical students' perspectives on pursuing urology and enhancing preclinical exposure to and knowledge of urology. Methods: A 20-question survey addressing experiences and the factors influencing osteopathic medical students' specialty selection and their interest in and perception of urology was designed by the investigators on Research Electronic Data Capture software. This survey was distributed via email listserv to all current osteopathic medical students attending Nova Southeastern University Dr. Kiran C. Patel College of Osteopathic Medicine over two months. Responses were collected and analyzed using Fisher's exact test. Results: Of 150 respondents, 91% found mentors crucial in selecting a medical specialty, 95% emphasized the importance of early exposure, and 68% lacked familiarity with urology, with more M1 students unfamiliar compared to M2 (70.37% vs. 59.02%). A larger proportion of combined M1 and M2 (preclinical) students are considering urology as a specialty compared to M3 and M4 (clinical) students who are actively on rotations (56.52% vs. 28.57%; p = 0.0064). Also, a greater percentage of males are considering urology compared to females (64.15% vs. 42.71%; p = 0.0164). Among those considering urology (n = 75), 57.3% lack awareness of urology's scope, and 84% report no preclinical discussions with urologists. Those students who report they are considering urology value early exposure significantly more than others (98.67% vs. 78.67%; p = 0.0001). They also express greater interest in having a core urology course (73.33% vs. 38.67%; p &lt; 0.0001). More urology considering students are interested in extracurricular urology-related workshops, seminars, or conferences (61.33% vs. 17.33%; p &lt; 0.0001). Students who are considering urology as a specialty show greater interest in having a mentorship program (85.33% vs. 28%; p &lt; 0.0001). Conclusion: Results suggested that increased urology exposure during the preclinical years is important. Urology elective offerings and urology mentorship are of high interest among those considering urology. However, additional investigation is needed to determine the impact of preclinical urology curricula implementation on urology match outcomes.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679735","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":"Self-perceived competence and its determinants among pre-intern (PRINT) doctors in Uganda","authors":"Nelson Ssewante, Godfrey Wekha, Racheal Nalunkuma, Lawrence Katumba Sentongo, Bereta Sanyu, Moureen Namusoke, Ayub Nkwanga, Rachel Ahabwe, Vanessa Nalwoga Nantagya, Sharon Esther Kalembe, Catherine Nampeera, Phillip Musoke, Pauline Byakika-Kibwika","doi":"10.1101/2024.01.12.24301259","DOIUrl":"https://doi.org/10.1101/2024.01.12.24301259","url":null,"abstract":"<strong>Introduction</strong> Uganda still survives way below the recommended doctor-patient ratio. This problem could be solved by increasing the number of doctors produced in the country annually. Attempts at this are ongoing, however, this is challenged by the absence of quality assurance programs amidst lack of a universal medical curriculum. With inadequate supervision and limited resources in health facilities, transitioning from students’ life to clinical practice is perhaps the most challenging time for an intern doctor. We used the domains of competencies provided by the General Medical Council to assess levels of self-perceived competence and its determinants among pre-intern doctors (PRINTs) in Uganda.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139483646","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":"Design and development of a flipped classroom-based online software course including online examination for medical statistics","authors":"Rainer Muche, Andreas Allgoewer, Ulrike Braisch, Marianne Meule, Benjamin Mayer","doi":"10.1101/2024.01.08.24300891","DOIUrl":"https://doi.org/10.1101/2024.01.08.24300891","url":null,"abstract":"Teaching medical statistics for students of human medicine should include both theoretical content as well as its implementation in practice using statistical software. The training period with a software may be time-consuming individually, so there is a risk that imparting methodological skills comes up short in such courses. The flipped classroom concept aims at students to familiarize themselves with both the statistical software and the theoretical content in an individual learning phase prior to the course. Then, within an attendance course deepening both aspects under the lecturers supervision is possible. Availability of the software as well as a variety of material to prepare the course are essential presumptions for the flipped classroom to be successful. We present the concept and implementation of an online flipped classroom course using the software SAS Studio. Students used their own devices (laptops or tablets) during the self-learning and examination phases, respectively. The pure online implementation in the flipped classroom setting enabled to contribute to an equalisation of the study plan. Moreover, even more students had the opportunity to participate in this practically oriented course in medical statistics. Initial evaluation results demonstrated that the course is well-accepted among students, while the students performance level was similar when compared to a non-flipped teaching approach.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139422191","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":"Knowledge, attitudes, and perceptions of healthcare students and professionals on the use of artificial intelligence in healthcare - A cross sectional study from Pakistan","authors":"Muhammad Mustafa Habib, Zahra Hoodbhoy, M. A. Rehman Siddiqui","doi":"10.1101/2024.01.08.24300977","DOIUrl":"https://doi.org/10.1101/2024.01.08.24300977","url":null,"abstract":"The emergence of artificial intelligence (AI) technologies has emerged as a promising solution to enhance healthcare efficiency and improve patient outcomes. The objective of this study is to analyse the knowledge, attitudes, and perceptions of healthcare professionals in Pakistan about AI in healthcare. We conducted a cross-sectional study using a questionnaire distributed via Google Forms. This was distributed to healthcare professionals (e.g., doctors, nurses, medical students, and allied healthcare workers) working or studying in Pakistan. The questions were related to participant demographics, basic understanding of AI, AI in education and practice, AI applications in healthcare systems, AI’s impact on healthcare professions and the socio-ethical consequences of the use of AI. We analyzed the data using Statistical Package for Social Sciences (SPSS) statistical software, version 26.0. Overall, 616 individuals responded to the survey while n=610 (99.0%) of respondents consented to participate. The mean age of participants was 32.2 . Most of the participants (78.7%, n=480) had never received any formal sessions or training in AI during their studies/employment. A majority of participants, 70.3% (n=429), believed that AI would raise more ethical challenges in healthcare. In all, 66.4% (n=405) of participants believed that AI should be taught at the undergraduate level.\u0000The survey suggests that there is insufficient training about AI in healthcare in Pakistan despite the interest of many in this area. Future work in developing a tailored curriculum regarding AI in healthcare will help bridge the gap between the interest in use of AI and training.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139407994","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 Prevalence of Imposter Phenomenon in (Post)graduate Medical Education","authors":"Jessica Cheung, Matthew Sibbald, Brandon Ruan, Jonathan Sherbino","doi":"10.1101/2024.01.07.24300956","DOIUrl":"https://doi.org/10.1101/2024.01.07.24300956","url":null,"abstract":"Phenomenon\u0000Imposter phenomenon (IP) is the feeling of inadequacy despite demonstrating external standards of success. Few studies have broadly examined the prevalence of IP in resident-physicians. This study assessed the prevalence of self-reported IP in resident-physicians, exploring the correlation of demographic risk factors and feelings of IP.\u0000Approach\u0000All residents, across all years of training and programs at McMaster University during the 2019-2020 academic year were recruited to complete a self-report survey. Survey items gathered demographic information and measured self-reported feelings of IP and Clance Imposter Phenomenon Scale (CIPS) scores.\u0000Findings\u0000519 out of 977 (53.1%) individuals completed the survey. Measured by the CIPS, clinically significant IP occurred in 59.2% (n=307) of participants. After completing the CIPS, participants self-reported feelings of low (25.0%, n=130), medium (41.9%, n=218), high (19.0%, n=99), and intense (3.7%, n= 19) IP. 64.9% (n=337) of respondents felt they hid feelings of IP during residency. 62.4% (n=324) of respondents were unaware of resources available to them as they struggled with feelings of IP. Only female gender was associated with IP (p &lt;0.001).\u0000Insights\u0000IP is highly prevalent across a broad range of residents, independent of clinical discipline and most demographics. Educators and administrators should attend to IP by normalizing the discussion of IP and ensuring adequate access to resources for support.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139408058","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}