Canadian Medical Education Journal最新文献

Canadian Medical Education Journal Pub Date : 2024-05-23 DOI: 10.36834/cmej.79296

P. R. Shankar

引用次数: 0

When medical students are autonomously motivated to mentor: a pilot study on confidence in clinical teaching and psychological well-being 当医学生有自主指导动机时：关于临床教学信心和心理健康的试点研究

Canadian Medical Education Journal Pub Date : 2024-05-16 DOI: 10.36834/cmej.77991

Revathi Nair, Tori Shmon, Adam Neufeld, Meredith McKague, Greg Malin

{"title":"When medical students are autonomously motivated to mentor: a pilot study on confidence in clinical teaching and psychological well-being","authors":"Revathi Nair, Tori Shmon, Adam Neufeld, Meredith McKague, Greg Malin","doi":"10.36834/cmej.77991","DOIUrl":"https://doi.org/10.36834/cmej.77991","url":null,"abstract":"Introduction: Near peer mentorship (NPM) programs can help support medical students’ well-being. Most studies, however, have not accounted for students’ underlying motives to mentor, nor focused on clinical skills development and teaching. These limitations represent opportunities to better understand what motivates medical student mentors, and how to support their autonomous motivation, clinical development, and well-being.\u0000Methods: Informed by self-determination theory (SDT), we collected data from a group of medical student mentors involved in a NPM program at the University of Saskatchewan called PULSE. We then used correlation and regression to assess the relationship between students’ autonomous motivation towards mentoring, perceived competence in teaching the clinical material, and psychological well-being.\u0000Results: In line with our hypotheses, autonomous motivation towards mentoring (identified motivation in particular) was associated with higher perceived competence in clinical teaching, which in turn was associated with greater psychological well-being.\u0000Conclusions: Why medical students choose to mentor in NPM programs appears to have important implications for their clinical confidence and overall well-being. Findings are discussed in terms of designing NPM programs that support student growth and wellness in Canadian medical education.","PeriodicalId":503234,"journal":{"name":"Canadian Medical Education Journal","volume":" 479","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141127906","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}

引用次数: 0

Is Competency-Based Medical Education being implemented as intended? Early lessons learned from Physical Medicine and Rehabilitation 基于能力的医学教育是否按预期实施？物理医学与康复的早期经验教训

Canadian Medical Education Journal Pub Date : 2024-05-13 DOI: 10.36834/cmej.77188

Jessica Trier, Sussan Askari, Tessa Hanmore, Heather-Ann Thompson, Natalie Wagner, H. Braund, A. Hall, Laura McEwen, N. Dalgarno, J. D. Dagnone

{"title":"Is Competency-Based Medical Education being implemented as intended? Early lessons learned from Physical Medicine and Rehabilitation","authors":"Jessica Trier, Sussan Askari, Tessa Hanmore, Heather-Ann Thompson, Natalie Wagner, H. Braund, A. Hall, Laura McEwen, N. Dalgarno, J. D. Dagnone","doi":"10.36834/cmej.77188","DOIUrl":"https://doi.org/10.36834/cmej.77188","url":null,"abstract":"Background: As competency-based medical education (CBME) curricula are introduced in residency programs across Canada, systematic evaluation efforts are needed to ensure fidelity of implementation. This study evaluated early outcomes of CBME implementation in one Canadian Physical Medicine and Rehabilitation program that was an early adopter of CBME, with an aim to inform continuous quality improvement initiatives and CBME implementation nationwide.\u0000Methods: Using Rapid Evaluation methodology, informed by the CBME Core Components Framework, the intended outcomes of CBME were compared to actual outcomes.\u0000Results: Results suggested that a culture of feedback and coaching already existed in this program prior to CBME implementation, yet faculty felt that CBME added a framework to support feedback. The small program size was valuable in fostering strong relationships and individualized learning. However, participants expressed concerns about CBME fostering a reductionist approach to the development of competence. Challenges existed with direct observation, clear expectations for off-service training experiences, and tracking trainee progress. There was trepidation surrounding national curricular change, yet the institution-wide approach to CBME implementation created shared experiences and a community of practice.\u0000Conclusions: Program evaluation can help understand gaps between planned versus enacted implementation of CBME, and foster adaptations to improve the fidelity of implementation.","PeriodicalId":503234,"journal":{"name":"Canadian Medical Education Journal","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128588","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}

引用次数: 0

Medical students’ perspectives on a longitudinal wellness curriculum: a qualitative investigation 医学生对纵向健康课程的看法：定性调查

Canadian Medical Education Journal Pub Date : 2024-05-06 DOI: 10.36834/cmej.77833

Camila Velez, Pascale Gendreau, Nathalie Saad

{"title":"Medical students’ perspectives on a longitudinal wellness curriculum: a qualitative investigation","authors":"Camila Velez, Pascale Gendreau, Nathalie Saad","doi":"10.36834/cmej.77833","DOIUrl":"https://doi.org/10.36834/cmej.77833","url":null,"abstract":"Introduction: There is growing concern about the mental health status of medical students. Medical students are at a higher risk for depression, anxiety, and burnout than non-medical students. The Undergraduate Medical Education (UGME) Office of Medical Learner Affairs at McGill University developed a Longitudinal Wellness Curriculum (LWC) to foment medical students’ well-being, self-care, and adaptability.\u0000Methods: We conducted a qualitative descriptive study to explore students’ experiences with the LWC. We conducted three semi-structured focus groups involving a total of 11 medical students. We used thematic framework analysis for data analysis. \u0000Results: We found four main themes related to participants’ engagement with the curriculum: 1) diverse perceptions on curriculum relevance and helpfulness; 2) the benefits of experiential sessions, role model speakers, and supportive staff; 3) insights on student-friendly curriculum scheduling; and 4) the importance of wellness education and systemic interventions in medical education.\u0000Conclusions: Most participants found the curriculum valuable and supported its integration into the academic curriculum. Experiential and active learning, diverse approaches to wellness, small group sessions, role modeling, and student-centered approaches were preferred methods. Inconvenient curriculum scheduling and skepticism over system-level support were seen as barriers to curriculum engagement and uptake. The findings of our study contribute to the development and implementation of wellness curriculum efforts in medical education.","PeriodicalId":503234,"journal":{"name":"Canadian Medical Education Journal","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141129522","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}

引用次数: 0

Reduced time spent with patients and decreased satisfaction in work during COVID-19 pandemic 在 COVID-19 大流行期间，与病人在一起的时间减少，工作满意度降低

Canadian Medical Education Journal Pub Date : 2024-05-01 DOI: 10.36834/cmej.78773

Paige Gurizzian, Jenna Hackenberger, Victoria Shaker, Dhruvika Mukhija, Matthew Bocian, Timothy J Smith, Moises Auron, Bo Hu, Andrei Brateanu

{"title":"Reduced time spent with patients and decreased satisfaction in work during COVID-19 pandemic","authors":"Paige Gurizzian, Jenna Hackenberger, Victoria Shaker, Dhruvika Mukhija, Matthew Bocian, Timothy J Smith, Moises Auron, Bo Hu, Andrei Brateanu","doi":"10.36834/cmej.78773","DOIUrl":"https://doi.org/10.36834/cmej.78773","url":null,"abstract":"Background: The COVID-19 pandemic disrupted the healthcare system, affecting physician wellbeing. The consequences of reduced time spent with patients at bedside during the pandemic has not been investigated. The objectives of this study include assessing time spent with patients, physician wellbeing and patient satisfaction before and during the pandemic.\u0000Methods: A total of 182 internal medicine physicians used Hill-Rom tracking devices to measure time spent at bedside while on the teaching hospital medicine service between September 2019 and November 2020 at Cleveland Clinic in Cleveland, Ohio. Time spent before and after March 2020, the outbreak of the pandemic were compared. Physicians’ wellbeing was evaluated before and during the pandemic using the Accreditation Council for Graduate Medical Education survey. Patients’ satisfaction was assessed via the Hospital Consumer Assessment of Healthcare Providers and Systems questionnaire and correlated to bedside time.\u0000Results: From 88,661 time records collected during the 65-week study, 44,710 (50.43%) met the quality standards and were included in the analysis. The average time spent at bedside per patient before and during the pandemic was 12.12 and 7.85 minutes, respectively. Time decreased by 3.33 minutes for interns, 6.10 minutes for residents, and 2.70 minutes for staff. The pandemic correlated with physicians’ decreased vitality and meaning in work. Patients’ satisfaction did not correlate with bedside time.\u0000Conclusion: Internal medicine physicians spent less time with patients during the pandemic and had worsened vitality and satisfaction with work. Physicians’ time spent at bedside did not correlate with patients’ satisfaction.","PeriodicalId":503234,"journal":{"name":"Canadian Medical Education Journal","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141130438","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}

引用次数: 0

Four influential recent Canadian Medical Education Journal articles presented at the International Congress for Medical Education 最近在国际医学教育大会上发表的四篇有影响力的《加拿大医学教育杂志》文章

Canadian Medical Education Journal Pub Date : 2024-05-01 DOI: 10.36834/cmej.79278

Marcel F D'Eon

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Six ways to get a grip on patient and family centered care during the undergraduate medical years 在医学本科阶段掌握以患者和家庭为中心的护理的六种方法

Canadian Medical Education Journal Pub Date : 2024-02-28 DOI: 10.36834/cmej.71342

Krista Baerg, Tara Anderson, Heather Thiessen

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Medical school admissions consulting: more harm than good? 医学院招生咨询：弊大于利？

Canadian Medical Education Journal Pub Date : 2024-02-20 DOI: 10.36834/cmej.77077

Laurie Yang

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Resident perceptions of learning challenges in concussion care education 住院医师对脑震荡护理教育中学习挑战的看法

Canadian Medical Education Journal Pub Date : 2024-02-19 DOI: 10.36834/cmej.78016

A. Kam, Tobi Lam, Irene Chang, Ryan S Huang, Nicolas Fernandez, Denyse Richardson

{"title":"Resident perceptions of learning challenges in concussion care education","authors":"A. Kam, Tobi Lam, Irene Chang, Ryan S Huang, Nicolas Fernandez, Denyse Richardson","doi":"10.36834/cmej.78016","DOIUrl":"https://doi.org/10.36834/cmej.78016","url":null,"abstract":"Background: Resident-focused curricula that support competency acquisition in concussion care are currently lacking. We sought to fill this gap by developing and evaluating Spiral Integrated Curricula (SIC) using the cognitive constructivism paradigm and the Utilization-Focused Evaluation (UFE) framework. The evidence-based curricula consisted of academic half-days (AHDs) and clinics for first- and second-year family medicine residents. Our first pilot evaluation had quantitatively demonstrated effectiveness and acceptability but identified ongoing challenges. Here we aimed to better describe how concussion learning is experienced from the learners’ perspective to understand why learning challenges occurred.\u0000Methods: A qualitative interpretative cohort study was utilized to explore resident perceptions of concussion learning challenges. Participants completed six monthly longitudinal case logs to reflect on their concussion experience. Semi-structured interviews were conducted.\u0000Results: Residents' beliefs and perceptions of their roles influenced their learning organization and approaches. Challenges were related to knowledge gaps in both declarative knowledge and knowledge interconnections. Through reflection, residents identified their concussion competency acquisition gaps, leading to transformative learning.\u0000Conclusion: This Spiral Integrated Design created vigorous processes to interrogate “concussion” competency gaps. We discussed resident mindsets and factors that hindered “concussion” learning and potentially unintentional negative impacts on the continuity of patient care. Future studies could explore how to leverage humanistic adaptive expertise, cross-disciplines for curriculum development, and evaluation to overcome the hidden curriculum and to promote integrated education and patient care. ","PeriodicalId":503234,"journal":{"name":"Canadian Medical Education Journal","volume":"15 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140450385","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}

引用次数: 0

Resident and teacher perceptions of the preceptor field note: a qualitative analysis 住院医师和教师对实习前实习记录的看法：定性分析

Canadian Medical Education Journal Pub Date : 2024-02-15 DOI: 10.36834/cmej.77182

Milena Markovski, Vyshnave Jeyabalan, Robert Stephens, Lana Kiehn, Jonathan Lockwood, Danyal Saeed, Risa Bordman

引用次数: 0